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Understanding Trauma and Healing: Insights from The Boy Who Was Raised As A Dog, Exams of Psychiatry

Insights from the book 'the boy who was raised as a dog' by bruce perry and maia szalavitz. The book shares ten case studies of traumatized children and the author's unique approaches to healing them. The document emphasizes the importance of relationships, deep listening, and peer relationships in the healing process. It also discusses the effects of trauma on the brain and the role of trust in systemic change.

What you will learn

  • What unique approaches does Dr. Perry use to heal traumatized children?
  • What are the effects of trauma on the brain?
  • How important are relationships in the healing process for traumatized children?

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10 NSRF® Connections • 2016-17, Issue 3 NSRF® Connections • 2016-17, Issue 3 11
The Boy Who Was Raised As A Dog
and Other Stories from a Child Psy-
chiatrist’s Notebook: What Trauma-
tized Children Can Teach Us About
Loss, Love, and Healing
by Bruce Perry and Maia Szalavitz,
Basic Books, 2006
Why a review of a child psychia-
trist’s book for Connections, a jour-
nal for educators? Because the ten
case studies which Dr. Bruce Perry
has chosen to share--although dis-
turbing, some might even say, bizarre-
-just may be encountered in your
school. I suggest that his approach
to healing these young people offers
valuable insights for all of us to heed,
particularly when, as he notes, our
child welfare system, social workers,
and foster parents are typically over-
worked and under-trained.
The lead author is an American
psychiatrist, currently the Senior
Fellow of the ChildTrauma Academy
in Houston, Texas and an adjunct
professor of psychiatry and behav-
ioral sciences at the Feinberg School
of Medicine in Chicago. Previously
he was chief of psychiatry at Texas
Children’s Hospital, and vice-chair-
man for research in the department
of psychiatry at the Baylor College
of Medicine, in Houston, Texas. In a
brief “Author’s Note” with which he
begins this book, Dr. Perry informs
readers:
“The sad reality is that these sto-
ries are but a tiny percentage of the
many we could have told. Over the
last ten years our clinical group at the
ChildTrauma Academy has treated
more than a hundred children who
have witnessed the murder of a par-
ent. We have worked with hundreds
of children who endured severe early
neglect in institutions or at the hands
of their parents or guardians.”
In the Introduction to The Boy
Who Was Raised As A Dog, Dr.
Perry first notes the overall situation
facing children and young people who
have experienced horrendous abuse.
For example, PTSD (Post Traumatic
Stress Disorder) was diagnosed and
introduced only recently into psy-
chiatry in 1980. Today it is believed
to affect at least 7% of all Americans
with an impact that is far greater in
children than in adults. While not all
children fortunately will ever experi-
ence any of these events, approxi-
mately 40% of American children will
experience at least one traumatizing
event by the age of 18, including the
death of a sibling or parent, ongoing
physical abuse and/or neglect, sexual
abuse, a serious accident, natural
disaster, domestic violence, or other
violent crime. Dr. Perry ends his
Introduction noting –
“The core lessons these chil-
dren have taught me are relevant
for us all…. In order to appreciate
how children heal we need to under-
stand how they learn to love, how
they cope with challenge, how stress
affects them. And by recognizing the
destructive impact that violence and
threat can have on the capacity to
love and work, we can come to better
understand ourselves and to nurture
the people in our lives, especially the
children.”
Here is a brief overview of a
sample of 5 of the 10 case studies
described in detail in this book. What
I found particularly useful are Dr. Per-
ry’s discussions of his own thinking,
his reasoning and unique approaches
to healing these individual young
people, beginning with deep listening,
and often with the littlest children,
simply getting down on the floor and
quietly coloring. (1) Tina – Dr. Perry
changes the names of each of these
children – was sexually abused from
the age of 4 to age 6 by the 16-year-
old brother of her babysitter. (2)
Leon, was 16 and in a maximum-
Book review by Dave Lehman
The Boy who was Raised as a Dog
security prison for having sadistically
murdered two teenage girls, and then
raped their dead bodies. He was
diagnosed a “classic sociopath” with
ASPD (Antisocial Personality Disor-
der), with Autism, and suffered from
early childhood parental neglect.
Here Dr. Perry was called upon to
determine Leon’s mental capacity to
know what he had done in order to
determine an appropriate sentence.
(3) Three-year-old Sandy was being
called by an attorney from the Public
Guardian’s office in Cook County, Illi-
nois to testify about the murder of her
mother. This case led Dr. Perry into
a deeper understanding of the effects
of trauma on the brain, particularly
“sensitization,” “tolerance,” and “dis-
sociation.” (4) A fourth case involved
21 children, specifically those who
were released and survived the Waco,
Texas Branch Davidian compound and
their cult leader David Koresh. Read-
ers may recall this tragic situation in
February of 1993 involving the FBI
and BATF (Bureau of Alcohol, Tobac-
co and Firearms) and firearms viola-
tions. This experience led Dr. Perry
to form one of his major conclusions
about healing traumatized children:
“Relationships matter: the cur-
rency for systemic change was trust,
and trust comes through forming
healthy working relationships…. The
seeds of a new way of working with
traumatized children were sown in
the ashes of Waco.”
For those of us who are teach-
ers and/or administrators working in
schools, whether public or private, al-
ternative, charter, STEM, or whatev-
er, relationships are indeed key, and
creating the conditions in which every
child, every student, has at least one
meaningful relationship with a caring
adult is absolutely essential. As Dr.
Perry puts it – “People, not programs,
change people.” (5) The fifth case
is about Jason, who is 7 yet socially
still a toddler. Dr. Perry presents this
case to illustrate the importance of
peers in the healing process, stat-
ing, “while we realized that ongoing
relationships are critical to healing,
we hadn’t yet fully understood how
important peer relationships, are,
especially as children get older.”
In his closing chapter, “Healing
Communities,” Dr. Perry notes the
dramatic changes that have occurred
in the caring for our children, par-
ticularly in this country. For example,
countless generations of humans
initially lived in small groups of 40
to 150 people, most of whom were
closely related to each other and lived
in community. As late as the 1500s
the average European family con-
sisted of about 20 people whose lives
were intimately connected on a daily
basis. By the mid-18th century this
number was 10 living in close proxim-
ity, and by 1960 the number in this
country was 5! By 2000, the aver-
age size of a household was less than
4, and 26% of Americans live alone.
Other changes he notes include – in
1905 only 1% suffered depression, by
1955 it increased to 6%, and in 1955
teen depressions have increased by
a factor of 10! Dr. Perry states, “The
disconnect between what we need
in order to be mentally healthy and
what the modern world offers can
also be seen in the constant unease
felt by parents – about the internet,
the media, drugs, violent predators,
pedophiles, economic inequality, and
above all, the values of our culture
that shape our responses to these
issues.”
I’ll close this brief review, by first
urging all of you readers who work in
schools to read this book, and sec-
ondly, quoting this summary from Dr.
Perry in the closing chapter –
“…. my experience as well a the
research suggests that the most
important healing experiences in
the lives of traumatized children do
not occur in therapy itself. Trauma
and our responses to it cannot be
understood outside the context of
human relationships. Whether people
survived an earthquake or have been
repeatedly sexually abused, what
matters most is how those experi-
ences affect their relationships – to
their loved ones, to themselves, and
to the world. The most traumatic
aspects of all disasters involve the
shattering of human connections.
This is especially true for chil-
dren. Being harmed by the people
who are supposed to love you, being
abandoned by them, being robbed
of the one-to-one relationships that
allow you to feel safe and valued to
become humane – these are profound-
ly destructive experiences. Because
humans are inescapably social beings,
the worst catastrophes that can befall
us inevitably involve relational loss.
As a result, recovery from trau-
ma and neglect is also all about rela-
tionships – rebuilding trust, regaining
confidence, returning to a sense of
security and reconnecting to love. Of
course, medications can help relieve
symptoms and talking to a therapist
can be incredibly useful. But healing
and recovery are impossible – even
with the best medications and ther-
apy in the world – without lasting,
caring connections to other.”
That’s a message which all educa-
tors and all parent/caregivers I think
need to hear in this day and age of an
over emphasis on academic learning,
the common core, and the loss of time
for our children and youth to play, to
be creative, to simply sit quietly, to
turn off the TV, put away the “smart”
phones, and to even dare to touch
each other, to give hugs, and simply
listen!
Editor’s note: In this and future issues of Connections, links to Amazon are replaced with links to Smile.Amazon.com,
which donates a portion of your purchases to a non-profit organization you select. If you have not already set up your
Amazon Smile account and would like to support the NSRF, please select Harmony School Corporation, the parent compa-
ny of the NSRF. Purchases through Smile are not more expensive than other Amazon purchases, but the pennies donated
by Amazon to our organization for each of your purchases eventually add up! Every time you purchase through Smile.
Amazon, no matter what you buy, your beneficiary earns a few pennies. Thank you.
LInKs
Purchase The Boy who was
Raised as a Dog, available in
hardback, paperback, Kindle,
Audible, and audiobook CD for-
mats: Via Amazon Smile
Dave Lehman is the former
founding princ ipal/teacher
of the Lehman Alternative
Comunity School in Ithaca,
NY. This public middle-high
school was named for Dave
and his wife Judy by the Ithaca, New York
Board of Education upon their retirement
after 30 years. Dave was a member
of the very first “Principals Seminar”
leadership group at the beginning of
the NSRF, under the umbrella for the
Annenberg Institute for School Reform
at Brown University. Soon thereafter
he was trained as a CFG coach and
then an NSRF National Facilitator.
His email is davelehman@mac.com
“People, not programs,
change people.
pf2

Partial preview of the text

Download Understanding Trauma and Healing: Insights from The Boy Who Was Raised As A Dog and more Exams Psychiatry in PDF only on Docsity!

10 NSRF® Connections • 2016-17, Issue 3 NSRF®Connections • 2016-17, Issue 3 11

The Boy Who Was Raised As A Dog

and Other Stories from a Child Psy-

chiatrist’s Notebook: What Trauma-

tized Children Can Teach Us About

Loss, Love, and Healing

by Bruce Perry and Maia Szalavitz,

Basic Books, 2006

Why a review of a child psychia- trist’s book for Connections , a jour- nal for educators? Because the ten case studies which Dr. Bruce Perry has chosen to share--although dis- turbing, some might even say, bizarre- -just may be encountered in your school. I suggest that his approach to healing these young people offers valuable insights for all of us to heed, particularly when, as he notes, our child welfare system, social workers, and foster parents are typically over- worked and under-trained.

The lead author is an American psychiatrist, currently the Senior Fellow of the ChildTrauma Academy in Houston, Texas and an adjunct professor of psychiatry and behav- ioral sciences at the Feinberg School of Medicine in Chicago. Previously he was chief of psychiatry at Texas Children’s Hospital, and vice-chair- man for research in the department

of psychiatry at the Baylor College of Medicine, in Houston, Texas. In a brief “Author’s Note” with which he begins this book, Dr. Perry informs readers: “The sad reality is that these sto- ries are but a tiny percentage of the many we could have told. Over the last ten years our clinical group at the ChildTrauma Academy has treated more than a hundred children who have witnessed the murder of a par- ent. We have worked with hundreds of children who endured severe early neglect in institutions or at the hands of their parents or guardians.” In the Introduction to The Boy Who Was Raised As A Dog , Dr. Perry first notes the overall situation facing children and young people who have experienced horrendous abuse. For example, PTSD (Post Traumatic Stress Disorder) was diagnosed and introduced only recently into psy- chiatry in 1980. Today it is believed to affect at least 7% of all Americans with an impact that is far greater in children than in adults. While not all children fortunately will ever experi- ence any of these events, approxi- mately 40% of American children will experience at least one traumatizing event by the age of 18, including the death of a sibling or parent, ongoing physical abuse and/or neglect, sexual abuse, a serious accident, natural disaster, domestic violence, or other violent crime. Dr. Perry ends his Introduction noting – “The core lessons these chil- dren have taught me are relevant

for us all…. In order to appreciate how children heal we need to under- stand how they learn to love, how they cope with challenge, how stress affects them. And by recognizing the destructive impact that violence and threat can have on the capacity to love and work, we can come to better understand ourselves and to nurture the people in our lives, especially the children.” Here is a brief overview of a sample of 5 of the 10 case studies described in detail in this book. What I found particularly useful are Dr. Per- ry’s discussions of his own thinking, his reasoning and unique approaches to healing these individual young people, beginning with deep listening, and often with the littlest children, simply getting down on the floor and quietly coloring. (1) Tina – Dr. Perry changes the names of each of these children – was sexually abused from the age of 4 to age 6 by the 16-year- old brother of her babysitter. (2) Leon, was 16 and in a maximum-

Book review by Dave Lehman

The Boy who was Raised as a Dog

security prison for having sadistically murdered two teenage girls, and then raped their dead bodies. He was diagnosed a “classic sociopath” with ASPD (Antisocial Personality Disor- der), with Autism, and suffered from early childhood parental neglect. Here Dr. Perry was called upon to determine Leon’s mental capacity to know what he had done in order to determine an appropriate sentence. (3) Three-year-old Sandy was being called by an attorney from the Public Guardian’s office in Cook County, Illi- nois to testify about the murder of her mother. This case led Dr. Perry into a deeper understanding of the effects of trauma on the brain, particularly “sensitization,” “tolerance,” and “dis- sociation.” (4) A fourth case involved 21 children, specifically those who were released and survived the Waco, Texas Branch Davidian compound and their cult leader David Koresh. Read- ers may recall this tragic situation in February of 1993 involving the FBI and BATF (Bureau of Alcohol, Tobac- co and Firearms) and firearms viola- tions. This experience led Dr. Perry to form one of his major conclusions about healing traumatized children: “Relationships matter: the cur- rency for systemic change was trust, and trust comes through forming healthy working relationships…. The seeds of a new way of working with traumatized children were sown in the ashes of Waco.” For those of us who are teach- ers and/or administrators working in schools, whether public or private, al- ternative, charter, STEM, or whatev- er, relationships are indeed key, and creating the conditions in which every child, every student, has at least one meaningful relationship with a caring adult is absolutely essential. As Dr. Perry puts it – “People, not programs, change people.” (5) The fifth case

is about Jason, who is 7 yet socially still a toddler. Dr. Perry presents this case to illustrate the importance of peers in the healing process, stat- ing, “while we realized that ongoing relationships are critical to healing, we hadn’t yet fully understood how important peer relationships, are , especially as children get older.” In his closing chapter, “Healing Communities,” Dr. Perry notes the dramatic changes that have occurred in the caring for our children, par- ticularly in this country. For example, countless generations of humans initially lived in small groups of 40 to 150 people, most of whom were closely related to each other and lived in community. As late as the 1500s the average European family con- sisted of about 20 people whose lives were intimately connected on a daily basis. By the mid-18th century this number was 10 living in close proxim- ity, and by 1960 the number in this country was 5! By 2000, the aver- age size of a household was less than 4, and 26% of Americans live alone. Other changes he notes include – in 1905 only 1% suffered depression, by 1955 it increased to 6%, and in 1955 teen depressions have increased by a factor of 10! Dr. Perry states, “The disconnect between what we need in order to be mentally healthy and what the modern world offers can also be seen in the constant unease felt by parents – about the internet, the media, drugs, violent predators, pedophiles, economic inequality, and above all, the values of our culture that shape our responses to these issues.” I’ll close this brief review, by first urging all of you readers who work in schools to read this book, and sec- ondly, quoting this summary from Dr. Perry in the closing chapter – “…. my experience as well a the research suggests that the most important healing experiences in the lives of traumatized children do not occur in therapy itself. Trauma

and our responses to it cannot be understood outside the context of human relationships. Whether people survived an earthquake or have been repeatedly sexually abused, what matters most is how those experi- ences affect their relationships – to their loved ones, to themselves, and to the world. The most traumatic aspects of all disasters involve the shattering of human connections. This is especially true for chil- dren. Being harmed by the people who are supposed to love you, being abandoned by them, being robbed of the one-to-one relationships that allow you to feel safe and valued to become humane – these are profound- ly destructive experiences. Because humans are inescapably social beings, the worst catastrophes that can befall us inevitably involve relational loss. “As a result, recovery from trau- ma and neglect is also all about rela- tionships – rebuilding trust, regaining confidence, returning to a sense of security and reconnecting to love. Of course, medications can help relieve symptoms and talking to a therapist can be incredibly useful. But healing and recovery are impossible – even with the best medications and ther- apy in the world – without lasting, caring connections to other.” That’s a message which all educa- tors and all parent/caregivers I think need to hear in this day and age of an over emphasis on academic learning, the common core, and the loss of time for our children and youth to play, to be creative, to simply sit quietly, to turn off the TV, put away the “smart” phones, and to even dare to touch each other, to give hugs, and simply listen!

Editor’s note: In this and future issues of Connections, links to Amazon are replaced with links to Smile.Amazon.com,

which donates a portion of your purchases to a non-profit organization you select. If you have not already set up your

Amazon Smile account and would like to support the NSRF, please select Harmony School Corporation, the parent compa-

ny of the NSRF. Purchases through Smile are not more expensive than other Amazon purchases, but the pennies donated

by Amazon to our organization for each of your purchases eventually add up! Every time you purchase through Smile.

Amazon, no matter what you buy, your beneficiary earns a few pennies. Thank you.

LInKs Purchase The Boy who was Raised as a Dog , available in hardback, paperback, Kindle, Audible, and audiobook CD for- mats: Via Amazon Smile

Dave Lehman is the former founding principal/teacher of the Lehman Alternative Comunity School in Ithaca, NY. This public middle-high school was named for Dave and his wife Judy by the Ithaca, New York Board of Education upon their retirement after 30 years. Dave was a member of the very first “Principals Seminar” leadership group at the beginning of the NSRF, under the umbrella for the Annenberg Institute for School Reform at Brown University. Soon thereafter he was trained as a CFG coach and then an NSRF National Facilitator. His email is davelehman@mac.com

“People, not programs,

change people.”

12 NSRF® Connections • 2016-17, Issue 3 NSRF®Connections • 2016-17, Issue 3 13

Second book review by Dave Lehman

Compassionate Critical Thinking

Compassionate

Critical Thinking:

How Mindfulness,

Creativity, Empathy,

and Socratic

Questioning Can

Transform Teaching

by Ira Rabois

Rowan and Littlefield Publishing

Group, Inc., 2016

In the beginning of this book, vari- ous people were asked by the pub- lisher to review this book and offered their comments. I’ll share mine here as Rabois was a fellow teacher at the Lehman Alternative Community School in Ithaca, New York –

“Ira Rabois – a 21st century renaissance man – has taught ka- rate, philosophy, psychology, English, Social Studies, and drama to second- ary school students for over three decades. Drawing on this wealth of experience – and using illustrative vignettes of his students’ voices – he takes us on a journey, showing how he has combined mindfulness medita- tion creativity, empathy, and Socratic questioning to engage young people in a rich, collaborative learning process he calls Compassionate Critical Thinking .”

In the preface, Rabois offers the following summarizing description – “Compassionate critical thinking is reason deepened by empathy and by valuing the welfare of the countless others who inhabit the world with us.” He then describes in greater detail the purpose of the book:

“The purpose of this book is to show you how to run your intentions and goals into a classroom culture of compassionate critical thinking. It is intended for anyone who seeks ways

to become more compassionate on a personal level and on a professional level to integrate mindfulness into your classroom regardless of subject area. It demonstrates how a teacher who uses com- passionate criti- cal thinking can transform student learning. Mindful- ness can help students feel at home in your course, feel more comfortable with you as a teacher and with other students. It can help you motivate stu- dents and engage the critical thinking process. Over the years, this instructional method was applied across a variety of subject areas – English, philosophy, history, drama, karate, and psychology classes. It was developed in a school where teachers were given space to create a curriculum that fit the spe- cific educational needs and interests of students.” The book includes 24 sample “les- sons” and is divided into five chapters, each ending with footnotes to the references used: chapter 1) guides the practice – teaching, benefits, and application of mindfulness; 2) is about knowing yourself and how your brain and emotions structure experience;

  1. the emotions of anger, suffering, fear, joy, anxiety, worry, and greed, and how they are constructed; 4) compas- sion, empathy, and love, and how they are constructed; and 5) spells out the natural process of compassionate criti- cal thinking - “building on the previous four chapters that illustrate the pro-

cess in classroom vignettes, it includes discussions on dialectical questioning, the nature of truth, as well as how mindfulness develops a quiet, self- aware mind that makes effective self- reflection possible.” Thus, it is really a “how-to” book full of tips directed to the teacher with sample discussions from students throughout. In the opening chapter, “Begin with Mindfulness,” Rabois notes the importance of how the classroom is physically set-up with artwork, quotes written on the chalkboard, tables and chairs arranged in a hollow square, rectangle, or circle so students can see each other, with calming music playing in the background [he suggests flute music and lists several artists in his footnotes]. He then provides journals for students to write their own person- al reflections throughout the upcoming classes, and asks students to answer the following questions – “What do you want to learn from this class? What are your questions? List things you want me to know about you so I can better help you learn.” Rabois follows this beginning to the initial class meet- ing. (Following a simplified method of the NSRF Setting Agreements Activity) Rabois discusses with the

class these key questions about how the class will be run: “Can you agree to not tell anyone outside this class that x said y? You can share the mate- rial, but no naming; everyone agree? Secondly, you must do the work. I will always show up ready to learn and teach. You need to do whatever you can.” For each class session there are selected readings - photocopied sec- tions from a variety of books from leading authors dealing with compas- sion, critical thinking, and mindfulness

  • and each class includes six basic types of practice: “1) Mindfulness as open, recep- tive awareness: settling and noticing breath (e.g. deep or shallow, long or short) and sensation (e.g. hot, cold, tense, relaxed), feeling (e.g. like, dislike, no preference), thoughts and images, and what you establish and discern is true. 2) Concentration: focusing exclu- sively and pointedly on one object, for example, on the point where air enters the nose, or on an image, or counting breaths. 3) Visualization: progressive relaxation and imaginative journey- ing (e.g. to a time in history or a place where you feel safe). 4) Inquiry: after settling the body and mind, introduce a word or topic for the students to explore (e.g. cour- age, freedom, love, or power). 5) Compassion and empathy; for example, visualizing caring for and understanding the emotions of another person. This allows you to view others and the world more clearly and from different perspectives. 6) Group dialogue and ques- tioning: use conversation as an op- portunity to practice mindfulness with others as well as to increase attention and develop insight.” The classes begin with a mindful- ness meditation practice to use with students, including sample prompts,

questions, suggestions for teachers, and “text boxes” with samples of the actual discussion and comments of students in dialogue with the teacher. They all begin with an invitation to stu- dents to sit comfortably, to close their eyes fully or partially, and tune into their breathing. For the sixth part of the class session – group dialogue and questioning – there are suggested di- rections to teachers with sample ques- tions to ask students. For example, for “Lesson Nine: The Emotion Areas of the Brain and How to Pay Attention,” Part of the directions to the teacher that Rabois offers include these – “The topics for today are the emotional areas of the brain, atten- tion, and mindfulness. Ask students: ‘Does emotion influence how you look at something: And if so, how?’ That is the central question. “Name different ways you can be attentive or look at someone or something?” ‘Think of the difference between a pitcher looking at a bat- ter, a child looking at his mother, or a person looking spaced out.’ “Listen for student responses. “Mindfulness is the education of attention. There are actually three aspects of attention: What you attend to. How you attend. This is about the quality of attention. The intensity of attention. High intensity with excitement and engage- ment or low intensity with disinterest and boredom.’” The last classroom session is Les- son Twenty-Four: The Role of Self- Reflection in Compassionate Critical Thinking, and includes a writing medi- tation using the technique of “proprio- ceptive writing.” “Proprio means ‘your own,’ cep- tion is ‘sensing yourself in space and time.’ In this case, you use writing to sense your inner orientation. Play music in the background to set off this moment ‘as a time and place in which

to establish intimacy with yourself.’ The teachers of this technique recom- mend Bach and other Baroque music [and a lighted candle], as research in- dicates it assists thinking…. The object of the exercise is write what you hear and listen to your mind speak. Don’t force anything. If you think there is something you ‘should’ be writing – put the “should” on the page. Treat anything said or felt as material to record.” Rabois ends this amazing little book with a two-page conclusion from which I offer the following summa- rizing quotes [bold are my own for emphasis] – One gift that a teacher brings to students (and vice versa) is the mere fact of companionship; you live the school year together…. You become family for a time. What kind of family will you be? What kind of person will you be as a teacher?.... The more you use mindfulness, the better you hear what students have to say, the better they hear you. Feeling is not second- ary to academics but at the heart of it…. The class is a refuge for students and an example of what is possible in life…. The process of compassionate critical thinking is critical thinking, questioning, and solving problems with added benefits. It is a process that integrates how to live and accept yourself and all aspects of your life…. You teach students not only what the world is but how to break out of con- ditioned limits and realize what is pos- sible. Now that is a fulfilling life.”

LInKs Add NSRF/Harmony School Cor- poration as your beneficiary at http://smile.Amazon.com Purchase Compassionate Critical Thinking , available in hardback, paperback, and Kindle formats: Via Amazon Smile

Ira Rabois in his home office. Photo courtesy Kathy Norris, from the author’s website.