Empowering Women in Chiropractic – Unmasking Social Engagement in Children – Dr. Monika Buerger

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Now here’s today’s host, Dr. Monika Buerger.

Hello, everybody, and welcome to ChiroSecure’s Look to the Children Show. I am your host for today, Dr. Monika Buerger. And once again I want to thank ChiroSecure for giving the chiropractic profession this amazing platform to help educate and inform all of you amazing chiropractors. So today, I want to touch on a very concerning topic that I’m getting a lot of text messages, emails, pings on Facebook, what do we need to think of in regards to our little fiddle farts returning back to school in the Fall? So I want to broach a couple of key topics here and concerns that we have over the COVID classroom. So I put together a few slides. We’re going to kind of go over those and let’s dig in and talk about some of those concerns that we are well aware of but maybe our patients, our parents, and our principals and powers to be aren’t so knowledgeable about.

So here we go. Concerns over the COVID classroom. Let’s think about this. First of all, I really want you to understand the neurological basis that we are finding ourselves in and our children in. Where is that coming from? What does that manifest? What does it look like? The world, for a large part, is in what I call a frontal lobe flip. Frontal lobe is our executive functioning part of our brain. It’s our reasoning part of our brain. It’s our rational part of our brain. It allows us to have impulse control. It is what makes us human. It is going to have regulation over our emotions. So hold onto that as we go through these slides. And it’s going to be our source of consciousness. So when we don’t have control over our executive functioning part of our brain, we can’t be reasonable, rational, impulse control, our memory, our social engagement system, our ability to initiate tasks and sustain tasks, stay on task in classroom. And how do we get there? How do we get plugged in or stuck in that fearmonger, that amygdala? It’s in situations that we know are unpredictable.

Most of us have lived the last three months plus or so in unpredictable circumstances, and that just doesn’t mean us adults, that means our little fiddle farts as well. Their schooling in the Spring was abruptly halted. They couldn’t predict that. They were transitioned to a homeschool format. Things that they were not used to. They weren’t able to see their friends or family members, and life became a very big upheaval. The next factor, there’s three factors that kind of drive us into this amygdala, is uncontrollable situations. Again, especially for the little fiddle farts, their life has been one uncontrollable ball of mass. They were pulled from school. They can’t see their friends, their family members, do the activities they were used to doing, from baseball to dance to whatever. And they had no control over it.

And the third thing is when something becomes sustainable. So we’ve pretty much been living there in that three complex dynamic, and this drives us into that fearmonger, into living into our emotional center, their limbic system, the amygdala, and it flips off our frontal lobe. So, thus, we’re all walking around in a very temperamental, a low threshold, flip mode. And you’ll notice that with your patients that come in, you just look at them wrong or say the wrong word, or maybe not your patients but their family members and society as a whole. So this leads us into anxiety, stress, worry, fear. We cannot be in a rest and digest growth and development learning phase if we’re stuck in our fearmonger. So this is going to be very applicable to our kiddos when they return to school in the Fall.

All right. Now, one thing I’d like to get you all thinking about is this is a very temperamental issue right now. I’m working with a lot of teachers and school districts in my particular area and doing some education on this. And I am first handedly seeing the two sides of the coin, because one side is going to be in frontal lobe flip, they have been driven into a very fear based mode in regards to, “Oh my gosh. If we get this virus, we’re all going to die.” So they are stuck in that fear based mode. And then you have the other side that may be very passionate and emotional about not wearing masks, being okay with allowing their body to be healthy. So you’re getting these two opposing sides of the coin. So my message to you is, what I have found is when you walk into a room or a conversation in regards to masks or no mask, in particular, today, I’m going to really just go over to the proposals that have been set forth by the CDC for starting school in the Fall.

And that is wearing masks and inhibiting things like recess, like lunch. They’re proposing eat lunch in the classroom. So that’s going to be lack of movement. So those are the only two things I’m going to have time to cover today. But, again, you’re going to see these opposing sides to the coin, and you might have an emotional stance towards one side or the other, which is fine, but understand, when you go into a conversation, the other person may be on the other end of you. So if you’re going in there to fight fire with fire, if you’re going to run into, if your office building is burning down, it’s on fire, are you going to go in there carrying a torch to try to put that fire out? It’s not going to put that fire out. So be mindful of that emotional tie to this very sensitive topic.

And I want to give you some strategies of conversation to build, and it just may be dropping some pearls of information to temper that fire down in the opposing person, the opposing party, and just get them thinking about some things. And for yourself, before you go into a conversation of this, it would very behoove you to get your vagal tone in balance, do some deep breathing, calm down, get out of your amygdala, get your prefrontal cortex online, get adjusted, because we know that, that helps to regulate somatic sensory information to the prefrontal cortex, bringing your prefrontal cortex online, getting you out of your amygdala. And go in there with a strategy of serving and giving information rather than trying to get them, sway them, your way. It’s like going into a relationship where you think you can get that person you’re going into a relationship to change. Don’t go in with that mindset. That’s what I found is not helpful. So let’s think about this. Let’s regard form of masks.

We have the issue of hypoxia. One of the things you may be confronted with is that studies supposedly show that they’re safe hypoxia isn’t necessarily an issue unless the levels of CO2 get too high, and that is very hard to happen. That’s one view you may get to see. Now, we’ve got to take this into context of the little fiddle farts’ body weight. When we are stuck in that amygdala drive, which we’re going to talk about the social ramifications of wearing a mask, the social engagement and the emotional ramifications, we’re going to be stuck in that limbic lock and load mode so we may get some more excessive breathing, more excessive CO2, so forth. So you can simply ask these individuals that you may be conversing with, have you gone a whole day about your normal workload doing your normal workload wearing a mask and how did you feel?

Did you have less energy? Did you maybe get a headache? Were you grouchier? And get them to understand how they felt and take that to a higher degree with the little fiddle farts. And there are some, not a lot, but there are a few good studies out there looking at healthcare workers and the events of hypoxia and that the majority do report shortness of breath, headache, fatigue, inability to concentrate. I am working on a document right now for my Intersect For Life tribe and I’m going to try to make that available once it’s done and available to everybody to use that to maybe present to schools and principals and so forth. So what I would recommend is you follow our Intersect For Life Educational Seminars, Intersect For Life Educational Seminars Facebook page, because that will most likely be where you’ll be able to download this document. And I’m using backup research for all these specific areas.

So that’s the one about hypoxia. So we need to understand that when we look at the basic four rooms of health, digestion is one, blood sugar balance and adrenal regulation is another, sleep is another, and good oxygen. So just in a given standpoint, we are always looking for good oxygen and airway. When we have children that are hypertonic, that maybe there is poor posture and slouch, just by that they can’t get good oxygen because their thoracis can’t expand enough to get good oxygen. So add the mask on top of that, that’s just another double whammy. Now, let’s look at the situation of increased infection, and I don’t want you just to think about increased COVID infection, infection in general. First of all, we have to be very practical. If a family has two, three, four, five little fiddle farts in school, they really should be wearing a new mask every day, unless they are taking those masks every day and washing them and sanitizing them.

So the amount of bacteria and germs and so forth that is going to accumulate on these masks, that family is going to have to have the funds to either buy disposable masks for every one of the family members, one for every day, and get rid of them. Are school’s going to take measures to get UV light devices to help sanitize the masks? They don’t have the funds for that. So we need to educate our academic arena and our parents that they really need to be wearing a clean mask every day. Now, when Fall comes around, we tend to see a spike in various flu bugs and so forth, including strep. One thing I want you to take into consideration is that strep in particularly has been known to come through the nasal passage and land itself in the CNS, and particularly, it can hit the amygdala and the basal ganglia. And this is one of the reasons we see post strep infectious episodes in the forms that we’ll call PANDAS, Pediatric Autoimmune Neuropsychiatric Disorders Associated with Strep.

Note, the neuropsychiatric disorders associated with strep. These infectious loads can come through the nasal passage and land themselves in the CNS. Do we know that specifically of COVID yet? We can’t say that for sure about COVID. But it stands to reason, if we have other pathogens that can do that, this pathogen can as well and we do know there is a big association with neurological disorders and COVID. So when we talk about the increased risk of infection, don’t just land it on COVID but look at other past loads that we know and we have the evidence of. It’s very common that kiddos that have a PANDAS situation, their behavior changes on the dime and we start to see things like OCD, like ticks, like sensory processing dysregulation because of the amygdala and the basal ganglia. So, again, in the Fall when these pathogens are out and about, it’s not just COVID we’re worried about with wearing the mask, we’re worried about these other infectious loads as well.

Social cues and emotional regulation. This is huge. This is so big, this is really, really once you dive in. So we know that facial expression is how we’re able to perceive if a situation is threatening or not threatening and that goes back to our primate days, to the mammalian days, where they were able, if animals and reptiles in particular looked at eyes, they could discern fear. So breaking it down to easy, simple terms, the eyes and the mouth are big facial structures in where humans will gather information about that person in their environment. There is a mapping that goes on. Our brain fills in blanks. So if we can’t see all of a facial structure, our brain will fill in blanks to make a big picture. Is it a happy, good, safe environment or is it not?

But it’s based on the background situation that’s laid down at the time. So if it’s a happy situation, for example, the veil over a woman when she’s getting married, that’s a happy situation. So the background setting in that environment is happy, peaceful, good, safe. The background environment that kiddos are going to go into in the Fall is what? Fear, unknown, uncertainty, a bad situation. That’s why we’re all being social distancing and these masks are going on. So their brain has already set the stage for this is a threatening situation. Now, the eyes reveal fear, anger, sadness. The mouth reveals in what they see in the neuroscience mostly happiness or discussed. Before the age of 14, little fiddle farts fill in maps on their brain about a certain situation via eyes, via face by parts.

After the age of 14, these structures kind of connect together so I can look at a person and I can quickly, in 13 seconds, makes the connection between the eyes and mouth and make a full picture of what that person’s facial expression is telling me. Before that, it’s in parts. So if we’re covering a big part with a mask, these little fiddle farts are only getting information from the eyes. The information we get from the eyes really is processed with the amygdala. Now we’re back to that fearmonger. So amygdala is constantly discerning and it can’t create a full picture. It’s constantly discerning, is this a safe place for me or not? And usually, the medulla is run by fear. When they’re in fear, the way the brain works is it will only concentrate and lend its attention to the fear based mode and we can’t be in a learning growth environment. So this is really critical.

The mouth is going to lead us more into disgust with my internal self, more interoception, and it could throw my whole interoception, my internal sensation, and how hits the brain and processes information. So, long story short, these kiddos are going to be in a constant sensory dysregulation state. They’re going to be driven into limbic load, frontal lobe flips off, and everything we’ve already talked about goes out the window. This is what we’re concerned about leading to an emotional pandemic. So now COVID has taken us from a physical immune system pandemic to an emotional pandemic. These children are not going to be able to sustain a good academic curriculum when they’re living in this state, and that’s important for teachers to understand because the academic curriculum that they were used to having is going to have to really be backed down if these children are going to be in these kind of classroom environments.

And of course, information processing. We have our five far senses that come from the outside, sight, smell, sound, touch, taste that have to come and hook up with our internal senses, vestibular proprioception, the microbiome. If I’m living in this fear and I have anxiety, sensations from a microbiome are coming in dysregulated. Our immune system and our visceral system, those 10 sensory systems all have to engage together for us to get a good picture and a good feel of our environment to emotionally, academically, socially respond motor skill wise, respond appropriately to our environment. And this is going to be dysregulated in the healthy child, but let’s take this into the context that one in six children already have sensory processing disorder, this is further going to dysregulate their ability to process information.

If we look at the masks and the auditory dysregulation, not being that those kids with auditory compromise are going to be further compromised with auditory information coming in, it’s further going to dysregulate their ability to process auditory information. Now, you might get that pushback that says, “Well, we’re going to wear masks that are clear,” so they can see the person’s mouth, but we still have all these other cues and this sensory dysregulation that we have to consider with wearing the masks, along with the hypoxia. So, hopefully, this gives you some things to think about. It’s not just the hypoxia. There’s a whole lot that goes in with this social engagement system, which is going to primarily be your ventral vagus, your higher level vagus, your social engagement vagus that takes so many of its cues to come online, from eye to eye contact and social engagement.

Now, if we take that and move that into movement, we also look at the lack of movement. If they’re not getting out for recess, not getting out for lunch, they’re not getting oxygen by going out playing, so now you’re further depleting oxygen, they’re not getting vitamin D, vitamin D is good for immune regulation, Vitamin D is necessary for a healthy microbiome, vitamin D is necessary for good brain function. Movement, oxygen gives us increased serotonin and dopamine, which increases regulation of our emotional paradigm, of our sensory process paradigm, it gives us information of where our body is in space, we get feedback from movement where our body is, and what we feel like in space, that will increase our ability to self calm and self regulate, and that will be out the window as well.

So I wanted to just kind of brush over masks and movement for this little episode that we have together. Hopefully, this gives you some things to think about to go in with your frontal lobe on board, give some rational and reasonable tips to the other side to get them thinking about it’s much more than meets the eye in regards to learning, attention behavior, emotional regulation, and the way they respond to their environment. So again, thank you ChiroSecure for giving me this platform. Thank you for all of you out there in the trenches, making our profession a better profession, making our world a better world, and now more than ever families and children across the globe are going to need us. So together we rise. Pivot don’t panic. And let’s go out and continue to do our good work. I’ll see you next month with more pearls.

Today’s Pediatrics Show, Look To the Children, was brought to you by ChiroSecure.

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Chiropractic Profession Loses a Legendary Woman: Dr. Jeanne Ohm.

By Kim Stetzel

In this issue we honor a truly Wise Woman.  Dr. Jeanne Ohm was a visionary, mentor, leader, educator, mother, advocate, warrior and free spirit.  The sheer number of Chiropractors, women and children that have been positively impacted because of the life of this tireless woman is astronomical.  

Dr. Ohm is a 1981 graduate of Pennsylvania College of Straight Chiropractic.  She practiced for many years with her husband Dr. Tom Ohm in their home office in Media, Pa and built a large family wellness practice specializing in the care of children and pregnant women.

After the death of Dr. Larry Webster, Dr. Ohm left practice to take the helm as CEO of the International Chiropractic Pediatric Association.  Pathways to Family Wellness Magazine was her brainchild.  She has served as Executive Publisher and Editor of the magazine since its inception.  Jeanne was ICPA developer and instructor of the Webster Certification and Co-developer of the ICPA/PBRN Research program. She served as a Board member of: The Academy of Chiropractic Family Practice, Life Chiropractic College West, Holistic Pediatric Alliance and the Foundation for Vertebral Subluxation.

Beyond her incredible accomplishments, Dr. Ohm will be remembered for her vision and commitment to living innately.  Reading the many remembrances and accolades posted on Social Media in the past week, it’s obvious the impact her life had.  

Jeanne was a fierce advocate for women in Chiropractic and was awarded LCW’s highest honor – our Legacy Award at our Success Summit in November of 2015.

I never saw Jeanne speak without acknowledging her husband Tom, her six children and eight grandchildren.  Family was a huge value for Jeanne, so much so that her whole family would gather for dinner most nights of the week – to this day!

A few quotes and remembrances:

“She was my hero. I respected her work and her commitment to change the world so much that I always told her I wanted to be like her when I grew up! There will never be another Jeanne Ohm. She left an incredible legacy. And her presence will always be felt in the hearts of those who knew and loved her.”  Kathi Handt (Founder and Visionary Member)

“The first time I met Dr. Jeanne Ohm she was giving a seminar, I was not part of the Council but rather a visitor, who arrived with my granddaughter Madelyn Rose Paterna only three months old.  My son, Matt Paterna, DC, allowed Jeanne to use Maddy to demonstrate.  It was amazing and so natural for Jeanne.  It brought tears to my eyes.  Women are so confident without pretense.  It was beautiful.  And my beautiful adjusted granddaughter is the image of the woman that she will become.”     Patricia Paterna, ED, Connecticut Chiropractic Council

“Jeanne made us feel relevant in acknowledging and supporting our collective experience in what we see in practice as a byproduct of our care for children, pregnant mamas and generations of families. It is time for many to pick up the torch, share and shoulder the weight of the few who have stood their ground like Jeanne on subjects like freedom of choice, autonomy over ones own health choices, informed consent in health care, the right to freely choose health care models AND move between models as necessary.”  Liz Anderson-Peacock, DC

“Jeanne Ohm was one of the speakers at the LCW’s “Inaugural” event in July of 2012.  She spoke from her heart and expressed some deep feelings.  Afterwards, she commented to me that it was the first time she was on a chiropractic stage where she felt safe enough to let her emotions free and not hold back her tears.  She cried and we cried with her.  It was a special day and Jeanne opened our hearts to her vision.  In celebration of her amazing accomplished life, we look back to that day and realize that Jeanne was one of the greatest mentors of women in chiropractic.  We will be forever grateful to her for how she inspired us through her leadership of the ICPA as well as her life well lived as a mother, a wife a grandmother and a chiropractor.  Her way of empowering us to use our inner strength to be a force for good in our profession and in our world will live on in her memory.  We will miss you Jeanne and will hold your vision for humanity in our hearts.” Patti Giuliano, DC  (Legacy Award, Founder, Visionary Member) 

“Jeanne would have wanted us to carry on, throw a party or something, use our time here wisely, inspire others. These were the ways by which she lived her life. She believed in the power within. She radiated inspiration. Jeanne Ohm stood for chiropractic care for babies, she stood for natural birth and freedom of informed choice, but most of all she stood for empowering women. She did this in practice with countless mothers and loved it. She left practice, however, to empower countless chiropractors with the same ideals. In doing so, she expanded her reach exponentially. It is truly amazing when you think of the number of lives her work has impacted. Work isn’t the right word for it of course. It was her mission. It flowed through her. She shared it with all of us. She made it look easy.  I don’t know how to accomplish a fraction of what she did, but I do know she would have expected us all to try. What choice do we have but to try? To try is to acknowledge that she inspired you. To try is to recognize that she was onto something. To try is to allow your mission to flow through you. What better lesson is there than that? What better direction for us all to head? She ended every class she taught with the same line. “Life Is Short. Make it count”. You made it count mom. Thank you for that.”  Justin Ohm, DC

Empowering Women Chiropractic – Connecting Doctors with Parents and Teachers

Hello everybody, and welcome to ChiroSecure’s Look To the Children show. I am your host for today, Dr. Monica Buerger, and I am beyond excited to introduce you to my beautiful guest today, Dr. Susan [Crom 00:01:10] Weinstein but in my heart she’s a doctor of chiropracty because she’s so brilliant and so well versed in what we do and has an amazing pulse on the neurological component of what we do as chiropractors.

So I am beyond excited for her to be here today. I want to thank ChiroSecure for giving us the opportunity to bring this information to you and to make a change in the lives of children across the globe. So Susan, thank you so much for being with us today.

Well, I’m so excited to be here. Thank you for including me on your show.

Oh, I was so excited. Now a little bit about Susan. She is a retired elementary school teacher of 17 years, but is still a school teacher at heart. She won a Teacher Of The Year Award, not just for her work actually in a classroom, but also for her contribution to her school district as a whole. Today she is the founder of Beyond Paper And Pencil, which I absolutely love that title because it is beyond paper and pencil, right?


And she has a great company where she produces videos, blogs, amazing content, not only to educate teachers but parents, community members. She works closely with different organizations, different entities in targeting their market audience but I’ve had the opportunity to speak with her one-on-one on several occasions and she is a children’s advocate. She’s a teacher, a parent, an advocate for children across the country and her heart is absolutely amazing and her mission is absolutely amazing. So again, thank you for taking the time to be here today.

Well, thank you so much. I appreciate that, wow. I feel good.

Let me ask you, what made you move on beyond the classroom?

Well, that’s a great question, Monika, and I’m going to answer that in a way that will best benefit your viewers, the doctors, because I know that the challenges they’re facing are very similar to the challenges I faced in my classroom. Pretty early on in my teaching career, I developed a neurological model for behavior and learning that addressed the challenges that my students were having and really our nation’s children, with one in five children suffering from a mental health disorder. I realized pretty much from the beginning, that my children’s emotions were really impacting their behavior and their learning and emotions affect how and what a child learns and those unchecked emotions raised the child’s stress level and a stressed brain cannot work.

[inaudible 00:04:28].

So knowing that the emotional center of the brain, the amygdala, when activated … and we know the number one source of activation is fear, and that could be through yelling, teacher yelling in the classroom, a parent yelling, isolation, negative facial expression, body motions, creates anxiety, depression and aggression in the children but it also shuts down the areas of the brain that are so important to learning because the child’s in survival mode, fight or flight. I kill the tiger or the tiger eats me and you become the tiger. So there’s no short-term memory, working memory, long-term memory, attention, motivation, or learning going on.

Absolutely. Are you sure you’re not a chiropractor?

A wannabe, a wannabe. Trust me, I leave that to the experts. So knowing that a learning is a function of multiple parts of the brain working together. In my program I had to find a way to suppress the amygdala and at the same time activate the areas of the brain where learning takes place. Activate the prefrontal cortex, short-term memory, working memory, hippocampus, long-term memory, attention, motivation and learning and what better way to do that than by activating the cerebellum?

Now, just because the therapy Bella makes up 10% of the brain’s weight, it offers a big punch. Over half of the neurons are located are contained in the cerebellum. More than 40 million nerve fibers run through the cerebellum, those information highways and the cerebellum processes information received faster than any other part of the brain.

So activating the cerebellum, how to activate the cerebellum. Oh, I’ve got a little sound here. The greatest amount of feedback … I’m going to turn that sound off. The greatest amount of feedback to the cerebellum is the of the muscle spindle and golgi tendon. So every time there’s joint movement, flection, extension, you fire the muscle spindle and golgi tendon and the cerebellum is fired and I did that through movement in my classroom.

I did a lot of educational movement. We danced ABCs, numbers, you named it, we danced it. I also created an app for structured movement breaks in the classroom and doctors are activating the cerebellum through the muscle spindle and golgi tendon through adjustments and manipulation.

So the next challenge was how can you best get your message across to the parents? How can you inform, engage, educate, and ultimately get those children under your care? Well, I found out that I was not speaking the same language as my parents, my teaching peers or the school leaders, activating the cerebellum, suppressing the amygdala. I did not speak that language. They did not speak that language, let’s put it that way. It’s the same language and I was not speaking their language and I think that your viewers, the doctors out there, are experiencing similar challenges. By speaking chiro speak, parents aren’t really understanding, it’s not speaking parent language. You’re not getting that amazing message across in the way that parents understand and patients understand.


And if you don’t get your message across, you’re not going to get the buy-in and you’re not going to get the parents to bring their, pay their children in to be treated by you or become your patients. [inaudible 00:08:18].

One second there [crosstalk 00:08:20].

I found a solution that since we are visual species, visual beings, the best way to get the message across is through visuals. I’m sorry, did we … Was I not speaking? Did I turn … Oh, I’m so sorry, I wasn’t … I turned off my volume, so I wasn’t hearing you Monica. So if you were asking questions, I apologize.

No worries, no worries. I find your work so fascinating. I think the reason I click with you so much as a chiropractor is because you speak chiropractic and I just found … Your presentation is absolutely beyond beautiful. So for you chiros out there, she is speaking what we should be speaking to our patients in our community, especially when we talk about that input from the muscle spindles to the cerebellum, et cetera. So I just wanted to throw in there that as chiropractors, when we do an adjustment, we are able to fire that information into the cerebellum, which is so critical for then controlling that sensory input. Actually I call it a three brain circus or three brain loop. The cerebellum will regulate the frontal lobe, which what you talk about in regards to memory, attention, et cetera. Then the frontal lobe will regulate the limbic system, or that amygdala.

So I just kind of wanted to throw that power punch in there, how what you’re presenting is exactly what we do as chiropractors, but then you bring it home and facilitate … You help us allow that adjustment to be even more of a punch, more of an impact by backing it up with movement and I find that just so fascinating.

Oh, well thank you. Thank you so much and I apologize for turning off your volume.

[inaudible 00:10:26].

This moving character had its little musical background and I thought I’d … I didn’t realize I turned you you off.

Don’t worry, I’m sure people want to mute me all the time.

Oh, never, never, never. So we were talking about really the best way to get the message across in a language that parents understand, that patients understand, is by using visuals and that’s through the form of video because 65% of our population are visual learners. The power of video, visuals are processed 60,000 times faster in the brain than text. A 60 second video equates as the same learning power as 1.8 million words of text. Videos on Facebook are shared 12 times more than links and text posts combined.

So if you’re really showing your videos promoting on Facebook, I mean you’re getting your message out to millions. Now, let’s see how much your videos are being watched because hours spent watching videos daily on Facebook, more than 100 hours a day are spent watching videos, and on YouTube more than 500 hours. But it’s not just any video, it’s a video that gets your message across through the language that your audience speaks, your parents speak, your patients speak. So Monika had asked me to create some videos for her and today we’re going to showcase one of those videos that’s the language that your patients speak.

Welcome to Developing Minds Weekly Tip is your baby developing. Normally there are specific infant reflexes, known as primitive reflexes, your doctor looks forward to determine healthy development. Watch until the end for information on possible problematic signs to look for in your child’s development. Today we will look at the symmetrical tonic neck reflex, STNR, referred to as the crawling reflex and helps the infant’s body divided in half at the midline to aid in crawling.

The STNR is elicited when the baby’s head is flexed or bent forward. The influence on tone causes its arms to bend and their legs to straighten. When the head is extended or bent backwards, the influence on tone causes a baby’s arms to straighten and their legs to bend. The STNR is present briefly after birth and then reappears around six to nine months and should be integrated when the baby is approximately 11 months old. Some signs of retention of the STNR include poor muscle tone, poor eye, hand coordination, poor concentration, and sitting still. Poor gross motor skills and difficulty reading and writing.

Remember, early detection and intervention play a key role in allowing your child’s nervous system to heal at its maximum functional level. Contact your family chiropractor today to help your child experience healthy development, combining optimal neurology, nutrition, exercise, chiropractic care together for ultimate neuro development and wellbeing across all ages. To learn more, connect with us. And that is Developing Minds’ Weekly Tip.

Just amazing, amazing what you do and the way … I guess I’ll have to use the pun, the way you connect with your audience is quite profound. Obviously we like that the connect analogy, but beautiful, beautiful work. Susan.

Well, thank you Monika, I appreciate that.

You obviously are very adept in communication and you showed that in your work in the classroom and with parents and actually you have a program that you do for schools, is that correct?

I do. In fact, some of the slides that I showed are from that. It’s, Beyond Paper And Pencil and it’s really showing teachers, the teaching community and school leaders how we can positively impact how our children learn and really activate the brain. It’s been pretty successful and I’ve also created an app for structured movement because we know our attention span is diminishing and those kids need to get up and moving, they’re sitting in chairs all day.


So I’m pretty excited about that.

Absolutely. One of the questions I get asked from teachers if my community that I work with, is it hard to get the kid up … their booties out of the seats and doing this structured movement?

It really is not and especially if you make it a very short … it does not have to be extensive. In fact, some of the videos out there for younger children where they’re getting out of their seats and moving around a lot, it’s hard to get them back and engage but if you have a very short structured movement working both areas, hemispheres of the brain, crossing the midline, 30 seconds, that’s all it takes. 30 seconds you can get up, do your movement next to the desk, sit back down and that’s pretty much what my app does. It’s a very structured 30 seconds to one minute movement and I tested it on teachers actually and they were so motivated. There were no breaks, we had a full day workshop. We ended up ending an hour and a half early because they didn’t want to take any breaks. They were so gung ho and engaged and I really think the movement had a lot to do with it.

Absolutely and they’re able to absorb more of that content.


So they don’t go that … kind of glazed over brain dead look and not being able to imbibe the information. So that’s phenomenal. Very, very impressive. Is there one pearl that you could throw out to the audience because it’s mostly chiros that are listening to this, but where they can maybe connect with a teacher? Something on a teacher level that … If they have a teacher in their practice, let’s say as a patient, is there one pearl that you can give them on how to maybe connect with that teacher, to explain the importance here?

For a chiropractor to connect with the teacher, are you saying?

Yeah, if there’s a teacher on their practice as a patient and they might want to express the importance of movement in the classroom, is there a pearl you can give them as far as how to initiate that conversation or something from a teacher’s perspective?

I just think that the importance, just from a health importance … I mean just not only talking about the health and oxygen of the body and the brain, but just movement period. Just how important it is to get the children out of their seats and taking those breaks because there’s no learning going on. There’s no learning going on, once that brain shuts down, there’s no learning going on. I think another is really how we affect the emotions, how the teachers affect the emotions of the brain without even knowing it, without even knowing it. It’s raising the voice or giving that stare, it’s really activating. These brains are very fragile that we’re dealing with, our children, and we have to be very cautious of how we act around them because like I mentioned earlier, once those emotions, once that amygdala’s activated, there is nothing going on.

Absolutely. I think that’s an amazing key point that you have brought our audience in regards to teachers social engagement with the children. In chiropracty, we talk about the social portion of the vagus nerve and again, I know you’re a chiropractor at heart, I just know you are but we talked about that social engagement portion of the vagus nerve and we see that so compromised these days because of neurodevelopmental struggles to begin with, but then if they’re put in this environment where they’re fear-based or are they don’t understand those social expressions, for me, that was an incredible pearl you handed me today.

Oh, well thank you so much. I get so much from you. I’m so happy that I could share something.

No, that’s incredible and you guys listening to this, I think that’s something profound you can give to your teachers and your practices or even your parents because … Right, Susan? It’s not just the teachers. I mean the parents should be well versed or taught this as well and how to engage with their little fiddle fart from a social structure, from that facial expressions. I think that that’s a profound, profound take-home.

Thank you.

Do you use this too, with … Did you use any of these techniques, or this language or this type of communication with your parents when you were in the classroom?

Absolutely. I did the professional development for everything that I did in the classroom. I made sure my parents were educated. My philosophy as a teacher for 17 years, and I think it may come from the fact that I’m not a parent, so I worship the ground that parents walk on, I think it’s the most challenging yet rewarding job ever. I was always a partner with my parents and we were a family and so anything that I did in the classroom, anything, I did professional development for my parents. So they were always aware, always aware, of what was going on.

Oh, bless you, that is huge. In my practice, I talk about it’s the three Ps. I tell, it’s the parent, the patient and the practitioner. So I say it’s a three P ring circus kind of thing, but we are part of their family, part of their … it’s a team effort and that’s very rare to hear that, I think maybe from a teacher’s perspective, because these children can be very hard to parent and they can be very hard to teach. Is that correct?

There are some children have that find that extra, extra, extra special place in your heart. Sometimes you really have to carve that place because they’re acting up for a reason, and you just have to be able to figure out, kind of tease out, what that reason is. But basically they all need to be loved, they all need to be acknowledged, they all need to be just cherished. That’s my love. They fill my heart, children do.

Absolutely and you can tell, I mean, like I said, I’ve had private conversations with Susan and she is a mother advocate for children to her core. I think you hit the nail on the head. I say that a person, especially a child’s, neuro expression, the way they’re behaving in their environment is a window into their neurological integrity. If you understand that, like you said, they’re not acting out because they want to act out, they’re acting out because they’re trying to tell you where their struggles are from a brain-based perspective and you have been so savvy in regards to being able to peg that from an academic level and translate that into language and videos and incredible learning opportunities for teachers and parents.

Not everybody can do that and you’ve really become very successful in my eyes, being able to translate in that information. So thank you both from a chiropractor and a practitioner’s heart. We need people like you to make the words understandable for our parents and teachers.

Well, thank you Monika, and believe me, I appreciate all that you do and that your viewers do, all the doctors out there [crosstalk 00:24:16].

We’re in this together and hopefully those listeners out there, we’ll be seeing more of Susan out there creating some more incredible stuff for us to use for our communities and our teachers. Any last minute pearls or wrap-ups that you would give? What about the DC [inaudible 00:00:24:41], the chiropractor that needs a little inspiration in regards to, is there help for the children in the future, for academic-wise?

Oh, I truly believe there’s help and I’ve seen it in my classroom, how my test scores, how their behavior, how happy they were just by activating what seemed to me to be pretty simplistic, but just it blew everybody’s minds how these children were excelling. So it’s not that challenging of … it can be done and can be done very easily. Just get those kids out of their chairs.

Booties out of the seats, right?

What is that?

The booties out of the seats, get the booties out of the seats.

Booties out of the seats. In my classroom, 50% of my classroom were standing stations. I gave my children, my students, the option. If they wanted to sit, they could sit. If they wanted to stand, they could stand and it was really surprising how many children chose to stand. They needed to be active, they need to be moving and if a child is going back and forth and their feet while they’re standing, they’re not considered the behavior problem as a child who’s rocking back and forth in their chair, possibly tipping over. So yeah, just get the kids up, get them-

Are you finding the schools being more accepting in this paradigm?

I think some schools are, I think that a lot of schools are looking at budgets, but there are creative ways around it. I mean, I bought bed risers from Amazon, boxes, 24 and I propped my tables and desks on top of risers. I made sure they were secure, but they were the height that children needed … that they could work at standing stations. So you don’t have to buy a $2,000 desk, which some of the standing desks are very expensive, very costly. But you know what? There are creative ways around. It doesn’t have to be 100% of the classroom, start with one or two desks and work from there.

Awesome information. Awesome information. Well, I want to thank you again for joining us. I know you have an incredibly busy schedule, but the information I felt was invaluable and your contribution to the children is absolutely invaluable. So thank you so much for being part of our mission to get out there and change lives and change the future for these little fiddle farts.

Thank you Monika, for all you do.

It’s a team effort, right?

It is, go team.

That’s right, go team and thank you all for joining us. Make sure that you join Dr. Erik Kowalke on the first Thursday of September. He’s on the first Thursday with a Look To The Children show. And again, thank you so much to ChiroSecure for making this show possible, for us to get this information out and to really change the tide on what we’re seeing. One in five children with a mental health disorder in this country is not okay. One in five children with a sensory processing disorder, or neurodevelopmental disorder is not okay. So join us here, the first Thursday, the third Thursday of every month, and get some incredible information so that we can get out there and further change the tide. Thanks again. We’ll see you next month.

Today’s pediatrics show, Look to The Children, was brought to you by ChiroSecure and the award winning book series, I Am A Lovable Me. Make sure you join us next week, right here at the same time. See you next week.

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Empowering Women Chiropractic – NEURODEVELOPMENTAL HOLES

Now, here’s today’s host, Dr. Monika Buerger.

Hello everybody and welcome to another Chiro Secure’s Look To The Children show. I’m your host, Dr. Monika Buerger, and you do not want to leave us today because I have the amazing Dr. Amy Spoelstra from Northern Idaho. I’m in Southeastern Idaho, and for the first time I have somebody hanging out with me in my own state. Amy, hi.

Hi. Happy to be here. I think it’s super cool that we have you in the south of Idaho and I’m the north of Idaho. Two strong women doing work in this field, so cool. Happy to be here.

Baboom, baboom. I know you had to really tweak your schedule to be here and we really thank you for that. Little bit about the amazing Dr. Amy. She graduated from Sherman in 2008. She has a booming, thriving, awesome kick butt peds pregnancy practice, oh say that, peds pregnancy practice, up in Coeur d’Alene with a focus on neurodevelopmental disorders. She’s got an amazing program out. She’s doing a class actually tomorrow and Saturday in your office.


Up in Coeur d’Alene. She’s been out on the road spreading the word of heard awesomeness and really digging in to try to help other docs really understand the fundamentals on children with neural developmental disorders and development in general. Bless you for being here, girlfriend. I know you’ve got a lot on your plate, but we need to spread the word. Let’s do it.

Well, thank you. Thank you for having me and thank you for your influence on me and our profession and the work that you’re doing. So important and so great, so thank you.

Right back at you girlfriend.

Since we’re kind of on that same wavelength about wanting to change the tide, let’s talk a little bit about holes in development. We know that those little fiddle farts, especially in utero, in fetal development, and those first couple of years of life, they undergo different neuroplastic changes than adults do. There’s like five different kinds of type of neuroplastic changes they undergo. I think as chiropractors, we really filter across the adaptive, the developmental, and the reactive. I wanted to pick your amazing brain kind of focusing on that reactive neuroplastic changes and sensory deprivation. You come from a background, let me back up guys. Sorry, I didn’t give her the proper intro that I should have. She comes from a background of neuro optometry. Correct? Your Dad was a neuro optometrist.


So, she sees things. Ha ha. I’m sure you haven’t heard that before.

Yeah, right.

From a different vantage point. Kind of what I wanted to throw into the mix here is this reactive neuroplasticity can be a lot from sensory deprivation like amblyopia and so forth. From a chiropractic standpoint, I look at it as abhorrent afferent information coming into the CNS from the spinal joints and the associated muscles. Can we pick your brain on the spin of things from a visual standpoint? From amblyopia?

Yeah. I think that’s great. I also, because I’m a chiropractor, my background, I always say hey I have a unique life perspective and experience, or I have a unique perspective because of my experience, rather because I grew up in this neuro optometry world. I had a brother with challenges, behavioral, learning, socialization, gut, aggression, socialization, a lot of challenges, like these kids and adults that we work with. My dad was a classical optometrist, my mom’s a school teacher. It really shifted their view on what was happening in his brain and development, and it changed the course of my dad’s life and therefore our lives into the neuro optometry field. Where they practice vision therapy, and he became a leader in that field and contributed a lot there worldwide. Really got me thinking about brain development from a really early age. Which is super strange, but it’s like these people in chiropractic that are like born into chiropractic, they just a part of them, it’s a part of their paradigm, their belief system and just who they are and how they’ve used things.

That’s how neuro optometry was for me. I didn’t know how to view the world not through the developmental neurobiology optometric lens. Then I became a chiropractor, which was really cool because then I didn’t know that the two fields went together. I just thought it sounded really cool to help people with back pain, honestly. I didn’t know until then my field doctor taught me about [inaudible 00:06:11] intelligence, about the nervous system. Then I went to Sherman. I’m sitting in Sherman quarter one learning about the philosophy and some of the basic neurology, and I’m like, wait a minute, these two worlds need to come together. Then I knew at that moment that was my life’s purpose and path.

It’s interesting because yes, to go back around to answering your question, I think that it is important to look at the visual perceptual changes that we can have, but I view them differently than a neuro optometrist would. I work with neuro optometrists now and we have this conversation. Actually, one’s speaking at my seminar. Where they say, hey, we maybe have amblyopia or monocular vision, or we have some visual perceptual or visual functional change in the way we’re using our eyes and perceiving visual input. They, even though they’re very, they’re more wholistic in looking at vision than like a traditional optometrist, they still have this viewpoint, from my understanding and experience in that field, of this is just the way it is and we need to use apparatuses, prisms, lenses to change their visual experience.

My contribution to that is, but it’s all about the brain. If we’re getting, if we’re having abnormal afferent input from muscle spindle fibers, let’s take that one small little piece, conversation, if we’re having that input, which is changing the way the brain is receiving, processing, integrating information, of course they’re going to have visual perceptual changes and they’re going to present just as somebody would present with a symptom like a headache or back pain. They may, it may be contributing to their presentation of the way they’re using their eyes, which then could come around to well then that would create a sensory deprivation, I suppose you could say, or an alteration of their sensory field in the visual sense. Which I know we agree on this, is that we then have to put these together.

We can’t just say it’s like chicken and egg, which came first. Well we don’t know, but we do know we have to start with pillar one, which is hey if we want to make changes with the visual perception, which is really important in total brain function which we know, then we need to first make sure that we’re receiving and processing, integrating, and sending appropriate information within the central nervous system.

Because I always talk about the sensory motor loop. I think I don’t necessarily like the term sensory processing disorder because it’s really a sensory motor loop.


If your abhorrent information in, my motor output is going to be dysfunctional too.


What does that look like? Hey, we keep on coming back to that. Look, the vision, what does that look like? That may look like they can’t converge or diverge, and their eyes don’t work together. It’s a motor dysfunction.

Let me pick your brain some more. For all the amazing docs out there, when you walk into a room, you walk into for the first time with a little fiddle fart. You walk into the room, are there one, two, three red flags that, I mean, you walk in and you look at a couple things and you’re like, boom, boom, boom? Give us the pearls, baby.

Yeah, it’s like the gift and the curse, right?


It’s like a chiropractic standpoint just in even the traditional chiropractic, which I don’t consider us traditional chiropractors I guess. I wish this was traditional, but you see a head tilt and you think of an atlas or you think of the subluxation. It’s like you can’t [inaudible 00:09:52] them all and not see the head tilts everywhere. Kind of like it is a gift and a curse. That’s kind of the same thing with this is when we learn about brain development processing and what I call it deflective disorders, it’s really impossible not to see them everywhere you go in adults and kids. People always just think kids.

That’s a pretty complex question because one of the things is that I like to talk about is when we talk about neurodevelopmental disorders and neuro deflectic disorders, when you ask somebody who doesn’t think that they engage in this demographic much, they think of one thing. What did they think of, they think of severe, I don’t love that term, but like a severely affected autistic individual. They think maybe verbal, maybe non verbal, maybe aggressive, maybe locked in, maybe avoiding visual engagement, maybe stimming. They’re seeing this scenario.

Yeah, we see that. So, you’re looking at things like are we stimming, do we have excessive need to auditory verbally stim, are we doing a loop and feeding the brain in an auditory way, are we deflecting from central vision, or are we deflecting from peripheral vision because that can be the case as well. Especially in ADD, ADHD more presentation, we’ll get that tunnel vision, so a deflection of that dorsal stream. So it can be a lot of different ways.

The biggest thing I want to say just on this topic is that I think understanding that you could have a child or an adult that doesn’t fit that typical mold that you need to learn how to recognize that they’re having the same challenges. You could have, one thing we see a lot and I know you do too, is maybe a teenager or a young adult who has this deflection from processing their own body and their own self. You know the way they present, they look rude, they look like they aren’t taking showers because they’re lazy, they have bad poor hygiene. This is what they look like. They look like a defiant, lazy child. I hate even those words coming out of my mouth, but the thing is, is that’s what society, and that’s what we, and unless you know more, that’s how we label them. But this could be a very disorganized child or adult that really doesn’t have a good sense of awareness of cells because of gaps in development. That’s it.

They don’t have that self-perception.


Yeah, I look at that a lot with proprioceptive and interoception or neurovisceral. Thank you for bringing this up because this is really cool. This is how it’s like how are we going to fit this all into this.

I know.

But I had a group of docs out here last week, but the last several times on the road, I really want to hit home that interoceptive sense, that neurovisceral system because, like we said, for every sensory input there’s a motor output. That might look like poor visceral afferent information, primarily from vagal tone, then the abhorrent motor output might be constipation, might be bed wetting, might be because it might be not enough stomach acid or enough bile. Again, getting into that concept of for every sensory input there’s a motor output. If that loop is not working, what does that present like.

Right. I love that.

Yeah. Thank you for bringing that up because it’s poor self-perception. Do I have to go to the bathroom or do I not? Do I need to eat? Am I hungry, am I not? It’s not just necessarily tracking or vestibular, or I can’t balance. We have to think beyond that [crosstalk 00:13:46].

On that point, I love that and you are the leader in that field of looking at the neuro metabolic piece. I always say like, hey, like with the methylation and the gut healing, that’s an important piece of this puzzle. We have to put it in perspective, which you do very well and you have a great contribution to that, so I appreciate that.

One other piece of that that I always look at just because I feel like connection and brain-based parenting, brain-based mentoring, that’s a whole part of our program, it’s our fourth pillar, is so important in recognizing that when we do lack, or when we have this disorganization, or we have these deflections in processing and gaps in development, we then have an inability sometimes, oftentimes, and it can present in different ways, that’s where we have to break this down, but it can present in this deflection from processing self, own body. But then, of course that’s the foundation for processing and engaging and connecting outside of body to others. The first person to connect outside of body with this, of course, mom, or the person closest to you, and then others.

When we have say an adolescent who is having anxiety, social anxiety, trouble with friends, getting bullied, trouble making connections, picking up on verbal nonverbal cues, more visual processing stuff, we then have to go, look, we’re not treating these things, but we’re looking at the whole picture, the whole brain and where they were and how they were affected in early life, in early brain development that may be creating these deflectic patterns later. It’s really all about like what you said, and we are on the same mission here, it’s like teaching chiropractors that it’s about that input that then creates the output.

So we have foundational basis. If there, especially in those early years of neuroplastic changes on these different realms, if there’s holes, if they’re not meeting certain milestones, if they don’t build those foundations, it might not appear as a problem at that time. But then as they get older, high school age, or adulthood, that’s when those gaps really start to become more noticeable.


We want to kind of back the cart up. I even say now pre preconception care. Back the cart up on how can we make sure that we build those concrete foundational bases so that there isn’t this behavior down the road. Because you and I both know that those kiddos getting diagnosed as teenagers with the mental health disorders, that just drives me bananas. But that there’s something, there’s gaps, there’s holes that have been missed down here and they just become evident.

Right, and they present later. It’s like we always say, end organ manifestation of some disease process or some imbalance, or a challenge earlier. We can understand that. We can grasp that from a more traditional pathophysiology way, or a diagnosis of something like heart disease or headaches or cancer, but it’s the same thing here. Yeah, we’re on the same page with that.

One of the concerns I have actually and see quite often is, well, a couple of things. One, it’s like this work, and you probably get this a lot too, is that people, doctors, are thinking well I don’t work with kids with these challenges, or I don’t work with individuals with these challenges. My response to that is do you work with people, you work with people with these challenges. You just may not know how to spot it because it doesn’t look like that typical presentation like we talked about in the beginning. There’s a lot of these deflections because of all the stressors and lack of adaptation we have now.

One of the challenges that I find really troubling, and a very presentation, and I know that you find this as well, is what I call a deep dive in development in a area that’s maybe leaving bigger gaps, like some of these kids that maybe … We get this in in a musculoskeletal sense as chiropractors. If they skip crawling and they walk, we’re like oh, well that’s not good because we need that crawling because it has something to do with the brain, and so that’s a good thing. Well, these kids that read really early and they deflect these other areas, but that’s a deep dive into more abstract processing and neglect sometimes of early brain development. These are the kids that present, like you said, later in life, in adolescents or adulthood, with I have found to be very true here with more severe mental health challenges and major anxieties. That’s a big challenge that we need to know what’s happening there so that we can be the team leaders for these people. Not the only person on the team, but the team leaders.

Yeah. Thank you for bringing that up too because I think as we’re hopefully moving into an area of more brain-based chiropractic that we will see more people in our profession kind of taking that helm and taking that lead in whatever term we want to use, functional wellness or whatever the term is, but we know that one in five children in this country are said to have a mental illness and that’s not okay.

We understand, like you say, if we understand what’s going on from a developmental status, what some of these little subtlety signs or symptoms, and these red flags, and putting the whole picture together and being the leaders in that, and talking to other professionals about what we do and how we fit into that, it’s going to be huge.

Yeah. That’s a big one is making those relationships with other professionals. I think when we know more, and I know you and I are on the same page because we do a ton of collaboration and that’s what it’s all about is, we don’t have to be, and we shouldn’t be, the end all be all, we have all the answers, it’s about our egos. It’s all about what do we know about brain development and about these challenges, and what is our contribution. I think when we know that, then we know that our contribution should be foundational for everybody in this realm, everybody, but everybody in this demographic and realm.

Then it’s really easy because you’re not leading with hey chiropractic is treating any of these this and then you try to bridge that relationship with other practitioners. You say, hey, here’s brain development, here’s what I know about brain development, and oh by the way, the way we work on that is through correcting subluxation. Then they’re like, that makes sense. Here’s what I do. I mean, lead with the brain.

Exactly. Yeah, exactly. Beautiful. Beautiful darling. Beautiful.


What would you say is maybe your biggest challenge with working with this parent, with this group? Let’s go with that right now.

Oh boy. From my perspective, I think a lot of people think it’s hard to actually work and engage with these kids because there are very specific behaviors and deflections that are challenging. Yeah, I’ve been spit on. Yeah, I’ve been head butt. Yeah, all these things happen. That’s not what I find to be the biggest challenge, although I like to teach doctors how to try to avoid those things by understanding [crosstalk 00:21:28].

[crosstalk 00:21:28]

Over the years-

Concussion, a broken nose. Been there, done that.

You know, it’s like it happens less now right because we know how to engage, but sometimes you’re going to get it.

I think one of the biggest challenges for me is, well it’s heartbreaking, and I think the biggest challenge is that when one parent gets it and one parent, and I hate to say it but usually it’s dad who doesn’t see the challenges and then they come later in life and then they start to see them, because I think it’s really … It is really hard. Being a mom, I get it. It’s hard to see the challenges in your own kids. It’s very hard. It’s scary. What I’ve learned is the way to work with that is we just have to give them a lot of love and connection to the parents, understand where they are neurologically and where they are in processing because they’re in chronic stress and fear as well. And give them a lot of information, empower them with information before they even engage in a clinical relationship with you.

Then they make the choice, which is engaging their prefrontal cortex anyways when they make the choice. Then we continue to educate. But I think that’s the hardest thing because it breaks your heart. You can see it just like you see the head tilt and you know I know that person’s life would be better if I just adjusted their atlas. That’s I think that.

Absolutely. I have a saying that I tell the docs that I mentor with is, I’ve been in practice 29 years and it, sometimes, I hate to use the analogy of being an emergency room doc or something because you do want to save the world right and it can become a very big emotional, literally you walk into the room and this is heartbreaking. I have a new patient coming in this afternoon and I’m like, just reading their history, I’m like already heartbroken. But I say care, but don’t carry.


Because if we try to carry and convince and make those debt … And I agree with you, it’s usually the dads-

It is.

And especially dads with sons because you know …

That’s a whole nother conversation.

Yeah. But I try to tell docs care, but don’t carry that load because it will eat you up. What will happen is when you can do that and you free up space, those people that are meant to be in your practice, those kids and families that are meant in your practice, we have a waiting list practice now, like a year waiting list, they will be there, and they will be committed, and they will stay, and they will do what you want. Then ultimately you’re self-fulfilled because that’s when you can feel you make a difference in life.

Yeah. Great Advice. That was a gem. I hope everybody caught that.

One last question. I know you’ve got to go, sorry. See, I could be here with you forever.

I know. This is what we like to talk about.

Is there a pearl or two that you can give the audience, like how to connect? Just one key connection because we know we have to connect with these kiddos. We have to calm them, sensor them, and then be able to connect with them in order to get the chiropractic in. Do you have a quickie pearl?

Yeah. Well one thing is we have to understand that just on the chiropractic side, a lot of these kids, if you’re not sure or you’re not feeling super confident in what techniques do you use and how to adjust them or whatever, have objective measures, and less is more. If you’re not sure, don’t just go adjusting more areas. I think this goes for all humans, but especially these ones. So, just that. On connection, the biggest thing I teach people in the hierarchical approach, we have this hierarchy system of looking at brain development and processing, and the biggest thing is with connection is understand where they’re putting their processing. What is their primary seat of processing?

We do that by looking at hierarchy, but you can do it quickly. If you walk into a room and you see that somebody is, let’s say they’re moving around a lot, their presentation would be like hyper activity or they’re moving, they’re deflecting eye movement, this is their primary seat of attention, maybe their primary way of processing the world because they’re not as efficient in the other systems, so this is one way to look at this, look at that, understand that, and then you try to engage them there as opposed to trying to shut down their primary way of processing and engaging them in a different way.

Example, we have a kid who’s doing this, deflecting from eye movement. Do not try to get them to look at you in the eyes. “Look at me, listen to me.” Don’t do that. I would recommend not making direct eye contact with them. Actually standing next to them or doing peripheral vision with them, not even looking at them. I would decrease your auditory verbal. I would decrease the words that you’re using. I would use low tone, as low as possible. I would lower your body to decrease the visual simulation and visual processing demand. And I would engage more in movement. Then I would do that until we start to make that connection and get their prefrontal active more active. Then I would start to start to engage with them in the way and guide them in the way that we need to work with them.

You can learn to do that really quickly, as you know, but it’s all about understanding where the processing is and where they’re efficiently processing and where they’re not, and then meeting them there as opposed to trying to change them and get them to come to you because that’s not where they are. Eventually they will get there, but that’s not where they are right then.

Beautiful. Beautiful. Yeah. Their neuro expression is giving you a window into their neurological integrity.


If they can’t handle eye contact or whatever it be, or sitting still, that-

Don’t demand it.


You’ll just see an increase in the deflective behaviors. That’s how you’re going to get kicked.

Exactly. Yeah.

But again, thank you so much. Contact Information, Dr. Amy …

You can see me at CDA Health. CDA is short for Coeur d’Alene. CDAHealth.com is our website, but there’s a for doctors section on there. You can go there and you can email us. Dr. Amy Spoelstra on Facebook. I have a Dr. Amy focus page. You can get a hold of me any of those ways.


Or get a hold of Monika. She’ll hook you up.

And I know where to get a hold of you at too.

That’s right, yeah. Monika has my cell phone.

I truly appreciate it. I know this was an effort, but we could not pass up your brilliance, so thank you again and we may be calling on you again to do round two.

Great. Thank you so much for everything you do. Thanks for having me on. I like that Idaho is full of strong women doing this work.

There we go. Double Idahoans right there.


Hey, have a great weekend. Thanks for what you do. Thanks for helping the world and changing lives. We owe you baby.

Thank you. Have a great one.

[crosstalk 00:28:38].

Hey, so this is Dr. Buerger signing out for this month. Join me next month. I’m the third Thursday of every month, 11:00 AM Mountain Standard Time. Next month we have an incredible treat to help you to connect with teachers and learn about some of these little fiddle farts and their actions in the classroom and what they need and what they don’t need and how we can help out. Make sure you join the first Thursday. A special guest host for the Look To The Children Show. That’s the first Thursday of every month.

Again, I want to thank Chiro Secure for their undying dedication to our profession, and especially those of us that are out in the trenches wanting to make a change and wanting to make a difference. Their support has been phenomenal. Thank you Chiro Secure. We appreciate all that you do to help us change lives and change the future. Until next time. You guys go out and keep saving lives, and we’ll see you next month.

Today’s pediatric show, Look To The Children, was brought to you by Chiro Secure and the award-winning book I Am A Lovable Me. Make sure you join us next week, right here at the same time. See you next week.