“Cook’s FSD Dysregulation: Spiritual Growth-Oriented Learning Model Using trauma-informed practices such as ARAS”; LinkedIn, March 2023, Part 4

Tricia Cook MEd, RSP, AOG, Montessorian

Emotional Intensity Advocate/Neurodiversity Resilience & Family Coach/Consultant, Online Tutor, Podcaster/Author & Developer of My ELBERT, owner and operator of…

52 articles

April 5, 2023

It is important for those individuals with neurodiversities to recognize their strengths and unique abilities, and to work towards building resilience, self-confidence and self-validation. 

-Tricia Cook MEd, RSP, Montessorian

Description:  The article describes the unique and valuable #mind of individuals with an “Engineering-Technical” mind, which encompasses all other mind variations, such as technical #giftedness, total evaluative mind, digital giftedness, and several others. Additionally, the article highlights the potential for individuals with this mind type to have different #learning styles and processing differences, including #neurodiversity or #sensory processing sensitivity. Finally, the article concludes by emphasizing the #neuropedagogical importance of #epigenetics by cultivating the gift of prudence to apply biblical teachings in a way that is both meaningful and relevant to our own lives, making wise and practical decisions that reflect our own values, beliefs and special #interest. Overall, the article emphasizes the importance of recognizing and #celebratingdiversity along with the strengths and abilities of individuals with mind variances while providing them with the support and resources they need to thrive.


Neurodiversity refers to the natural variation in the human brain and nervous system, which includes conditions such as ADHD, bipolar disorder, and other neurological differences. While these conditions may pose challenges in certain areas of life, they also bring unique strengths and abilities to individuals who experience them. For example, ADHD can provide individuals with greater creativity, hyperfocus, and out-of-the-box thinking, while bipolar disorder can provide individuals with heightened creativity, empathy, and intuition. It’s important for society to recognize and celebrate the strengths and abilities of neurodivergent individuals, while also providing support and accommodations to help them navigate their challenges and achieve their full potential.

Both giftedness and twice exceptionality have a psychological and neurological basis. Studies have shown that giftedness is associated with differences in brain structure and function, such as increased connectivity and cortical thickness. Likewise, conditions such as ADHD and autism can co-occur with giftedness and are associated with differences in brain structure and function. Giftedness can manifest in various ways, and each gifted mind has its unique strengths and challenges. While it is challenging to categorize giftedness into specific types, some common patterns have emerged. It is important to understand that being gifted and twice exceptional is not a disease or disorder. It is simply a variation in human cognitive and emotional functioning.

However, it can present unique challenges in educational and social settings, and individuals with these traits may benefit from specialized educational and therapeutic interventions to help them reach their full potential. It is important to note that while gifted individuals have unique cognitive abilities, they are not exempt from the need for spiritual development. The gifted minds, including the logical-mathematical, linguistic-verbal, interpersonal, bodily-kinesthetic, musical, visual-spatial, and naturalistic minds, require spiritual development goals. 

“The Mind”

The overarching “Engineering-Technical” mind is a unique and valuable type of gifted mind which encompasses all the other mind variations that will be discussed below. Those individuals with a “Engineering-Technical” mind often have a strong desire for autonomy and may struggle with traditional classroom settings that do not allow for hands-on experimentation, problem-solving and reading-in-research opportunities. Some excel in divergent thinking fields such as engineering, computer science, and technology, and have a natural ability to evaluate and analyze complex systems and develop innovative solutions. Overall, it’s important to recognize and celebrate the unique strengths and talents of individuals with an “Engineering-Technical” mind, while also providing them with the support and resources they need to thrive and make a positive impact in the world. 

“Engineering Mind”

However, with the right support and resources, individuals with an “Engineering Mind” can learn to navigate these challenges and succeed in their areas of strength. It’s true that many people with this type of cognitive style exhibit a natural aptitude for logical-mathematical reasoning and problem-solving. They may also have a keen eye for detail and an ability to visualize complex systems or structures in their minds. In terms of their cognitive-visual processing speed, it’s possible that individuals with this type of mind may process information differently than others, which can sometimes lead to challenges in social situations or in more traditional academic settings. 

“Technical Mind”

Individuals with a “Technical Mind”, or what I like to call, “technical giftedness”, are similar to people with an “engineering mind”, but as it turns out, they may have divergent abilities. Of their special interest, they can or tend to understand complex information to readers-listeners in a way that they can understand and apply, even if they don’t have prior knowledge of the topic. Yet, they are truly interest-based learners at the same time. They have a talent for explaining complex information in a way that others can understand and apply. Please note they are also detail-oriented and have a strong ability to analyze and synthesize information.  

“Total Evaluative Mind”

Those individuals with a “Total Evaluative Mind” have a combination of variance of  “engineering” and/or “technical mind” are strong in oral linguistic abilities but struggle with written communication. It’s important to tap into their talents, strengths and interests, such as sports, arts/crafts, acting/comedy, cooking, and help them develop the skills they need to analyze and research their observations. By trusting their own conclusions, they can become more confident and independent learners. These individuals with a strong oral linguistic ability but difficulty with written language can struggle with the mechanics of reading and writing, including spelling and grammar. However, they can still have a strong grasp of vocabulary and syntax, which can be leveraged to support their learning. These individuals often excel in interest-based learning and benefit from instruction that integrates their interests into content areas like language arts, math, reading, science, and history. 

For all these variations, there are learning approaches that can increase their motivation and engagement, leading to deeper and more meaningful learning experiences. It’s important for educators and caregivers to recognize and support the unique strengths and challenges of each student to ensure their academic success. These individuals with “Engineering-Technical” minds along with technical giftedness possess a unique ability to see opportunities where others may not and to take calculated risks to achieve their goals such as these following categorized types of  giftedness:   

  • A type of giftedness is the “creative giftedness “, which is characterized by a natural inclination towards innovation, entrepreneurship, and creativity. The Richard Branson types are examples of such minds that thrive on the excitement of taking risks, being adventurous, and making things happen. They possess excellent interpersonal skills and often excel in sales, marketing, and business development. 
  • Another type of giftedness is the “digital giftedness “, which is characterized by abilities in digital-media and visual arts, is another type of giftedness, where individuals possess exceptional artistic abilities, both traditional and digital. They are creative and possess strong visual-spatial intelligence, with a deep passion for photography, graphic design, animation, and video editing. These individuals have the ability to convey their message through a visual medium and are often drawn to careers in advertising, marketing, and media production such as Walt Disney, who created an empire through his innovative animation techniques.
  • Another type of giftedness is the “drama giftedness “, which is characterized by musical, dramatic, and emotional mind is yet another type of giftedness. Such individuals are often highly sensitive, creative, and artistic, with a deep passion for music, dance, drama, and emotions. They tend to have a unique perspective on life and the world around them and use their art to express themselves fully such as Tom Cruise. Additionally, he is known for his intense dedication to his craft and his willingness to take on physically demanding roles, showcasing his passion and commitment to his art.
  • In addition to this type is “interpersonal giftedness”, which is characterized by oral linguistic abilities and interpersonal giftedness. Such individuals have exceptional verbal abilities, including strong syntax, vocabulary, and interpersonal skills. Maya Angeelou, for example, possesses the oral linguistic and interpersonal abilities; she is also very good at social situations and has proven to excel in debates and public speaking. She is also a very proficient teacher. As well, a poet, author, and civil rights activist, known for her powerful storytelling abilities and use of language to convey emotion and connect with people.
  • Some individuals are gifted across multiple domains, known as by myself named  the “multi-domained giftedness” aka the “Einstein Mind.” It is one of the most recognizable types of giftedness, as seen in the early development of famous scientists like Albert Einstein. Such individuals possess “exceptional abilities”: such as analytical abilities, specialized interest, logical reasoning, and a fascination with problem-solving. They tend to enjoy puzzles, patterns, and critical thinking, and often excel in math and science. These gifted individuals exhibit exceptional abilities in all areas of intellect, including math, science, creativity, and intrapersonal skills. 
  • In addition, there are others who have variations of giftedness such as Steve Jobs, who was a visionary and innovator in the field of technology, and Elon Musk, who has become known for his bold and ambitious ideas in areas such as space exploration and sustainable energy.

As with individuals with variations of the mind, a supportive and structured environment where they can thrive and feel valued and validated. This may involve providing them with opportunities to engage in hands-on, interest-based learning, as well as connecting them with mentors or role models who can help them develop their skills.  If you know someone with these traits, it might be helpful to provide them with opportunities to explore their interests and develop their skills, such as by encouraging them to participate in STEM-related activities, providing them with building sets or other tools for problem-solving, and connecting them with mentors or role models who share their interests. Additionally, it’s important to provide them with a safe and supportive environment where they can thrive and feel valued for who they are.


Emotional intensity refers to the degree or magnitude of an individual’s emotional experience. People with high emotional intensity tend to feel emotions more strongly and deeply than those with lower emotional intensity. This heightened emotional response can be both a blessing and a curse, as it can lead to greater joy, passion, and connection with others, but can also lead to greater vulnerability, anxiety, and overwhelm.

Negative emotionality refers to a tendency to experience negative emotions such as anxiety, fear, anger, and sadness more frequently and intensely than positive emotions. It is considered to be a dimension of personality, and some people may have a higher degree of negative emotionality than others. Lack of resilience refers to an individual’s inability to bounce back from adversity or difficult situations.  Moreover, disparagement or criticism can be detrimental to their self-esteem and hinder their ability to fully utilize their gifts. Please note, these individuals need to be valued and recognized for their unique contributions to society. As they continue to develop their technical abilities, they can use their talents to solve real-world problems that impact people, animals, and the environment.

Resilience is an important aspect of mental and emotional well-being, as it enables individuals to cope with stress and challenges, and to recover from setbacks or traumatic experiences. As well, adaptability is difficult and they may have a hard time bouncing back from setbacks or failures. They may feel discouraged or demoralized by setbacks and may have trouble regaining their confidence or motivation. In general, there are a number of psychological and neurological conditions that can lead to difficulties with adaptability. Here are a few examples: 

  1. Autism Spectrum Disorder (ASD): People with ASD often have difficulty adapting to changes in routine, social situations, and sensory environments. They may struggle to understand and interpret social cues, which can make it challenging for them to adapt to new social situations.
  2. Anxiety Disorders: Anxiety disorders, such as Generalized Anxiety Disorder, Panic Disorder, and Post-Traumatic Stress Disorder (PTSD), can make it difficult for individuals to adapt to changes in their environment. They may feel overwhelmed or threatened by new situations, and may struggle to cope with the accompanying stress and uncertainty.
  3. Depression: People with depression may have difficulty adapting to changes in their mood, energy level, and motivation. They may feel stuck in a negative mindset, which can make it challenging to see new opportunities or possibilities.
  4. Traumatic Brain Injury (TBI): People who have experienced a TBI may struggle with adaptability due to cognitive deficits, such as memory impairment, difficulty with decision-making, and problems with attention and concentration.
  5. Attention-Deficit/Hyperactivity Disorder (ADHD): Individuals with ADHD may struggle with adaptability due to difficulties with impulsivity, distractibility, and organization. They may have trouble with transitions and may struggle to stay focused on new tasks or activities.
  6. Gifted and talented individuals have exceptional abilities in areas such as mathematics, science, music, art, or language. They are often identified through standardized testing or observations of their exceptional abilities.
  7. Individuals who are twice exceptional are gifted, but often suffer from one or more learning disabilities such as dyslexia, and can have co-occurrences of neurodiversites such as ADHD, bipolar disorder, or autism, making it difficult for them to learn in a traditional classroom setting. However, they can also have exceptional abilities or talents, such as high intelligence, artistic talent, or musical ability.

Atypicality is a symptom commonly associated with psychotic disorders, such as schizophrenia. Atypicality refers to unusual or eccentric behavior, speech, and thought patterns that are not typical of social norms. This can include behaviors such as odd or bizarre movements, speech patterns that are difficult to follow, and unusual beliefs or perceptions. While lack of resilience and atypicality are both associated with psychotic disorders, they are not necessarily directly related. Lack of resilience can be a symptom of various mental health conditions, including depression and anxiety, as well as being a normal response to stressful or traumatic experiences. Atypicality, on the other hand, is specific to psychotic disorders and is not a common symptom of other mental health conditions. 

Lastly, stress has been shown to impact both ARAS function and epigenetic changes in the brain. For example, chronic stress can lead to over-activation of the ARAS, resulting in heightened arousal levels and increased anxiety. At the same time, stress can also cause epigenetic changes in the brain, which can alter the expression of genes related to stress response and emotional regulation. This suggests that stress may impact both ARAS and epigenetic processes in a negative way. It’s important for individuals with high emotional intensity to learn how to regulate their emotions and channel them in healthy ways, such as through creative expression, physical activity, or mindfulness practices.

Autonomy and Attunement 

Additionally, it’s important to recognize that individuals with a “Engineering-Technical Mind” may have different learning styles or processing differences, such as neurodiversity or sensory processing sensitivity. By understanding and accommodating these differences, you can help these individuals develop their autonomy and adaptability, while also promoting attunement and fostering a sense of belonging.  However, it is important to note that they also need attunement and adaptability from those around them. They may require guidance and support in areas outside of their technical expertise, such as social and emotional development. It is important for educators and caregivers to recognize and nurture their strengths while also providing a well-rounded education that includes opportunities for growth in other areas.

The unique strengths and talents that these individuals possess, as well as the potential barriers they may face in finding their purpose or being fully appreciated in society. To promote autonomy, attunement, and adaptability, you might consider encouraging these individuals to explore their interests and passions in a supportive and safe environment. This could involve providing opportunities for hands-on experimentation and problem-solving, as well as fostering a sense of curiosity and wonder about the world around them. To help these individuals avoid apathy and overcome any feelings of disparagement or isolation, you could also connect them with like-minded peers, mentors, and role models.

This could involve seeking out communities and organizations that focus on STEM education, engineering, or technical fields. In terms of finding a purpose that allows these individuals to use their unique strengths and talents to make a meaningful impact, you might encourage them to explore fields that involve problem-solving and innovation, such as engineering, digital-media and visual arts, environmental science, or technology. Additionally, you might encourage them to think about how they can use their skills to benefit society, such as by developing solutions to environmental or social problems.

The unique strengths and abilities of individuals with a “Engineering-Technical Mind”.  All these variations in giftedness often possess eccentricities of the mind, such as individuals are intensely curious, and have a deep desire to understand the world around them fully.  In conclusion, giftedness comes in various forms, and each gifted mind has its unique strengths and challenges. By understanding the different types of giftedness, we can better appreciate and nurture the potential of these extraordinary individuals especially in alternative settings.  

Homeschool & Homework Help

  • 3-6 years old: Focus on creating an inclusive and supportive learning environment by emphasizing social-emotional development, play-based activities, and building relationships with peers and others.
  • 7-11 years old: Implement inclusive learning practices that provide differentiated instruction, hybrid of direct and indirect teaching, and formal and informal assessments such as daily observation and reflection. Most importantly, utilize the child’s innate curiosity, and fun to foster a love for learning. Encourage student participation and foster independence while teaching content areas and skills related to literacy and math through opportunities for self-expression and self-direction. 
  • 12-18 years old: Create an environment that values student’s perspectives and fosters their ownership of their learning. Include opportunities for experiential learning, project-based activities, socratic methods, reflective journaling and individualized learning plans using project-based activities and technology-based research.
  • 19-24 years old: Provide opportunities for real-world experiences such as internships, apprenticeships, and service-learning programs. Encourage individuals  to explore their passions, guide them in creating individualized plans, and foster their self-awareness and self-efficacy.
  • 25 plus: Provide continued professional development opportunities, mentorship, and non-traditional educational opportunities to support lifelong learning. Foster a culture of lifelong learning, emphasize the importance of learning through experiences, and nurture community-based relationships.
  • All ages: Encourage individuals  to develop critical thinking, communication, spirituality, trauma-aware, and advocacy skills in a safe and secure environment with student-centered care.  It is essential to tailor teaching strategies according to individual learning styles, strengths, and preferences.

[Note: Individuals who score high in negative emotionality may be more prone to experiencing negative moods and emotions in response to stressors, and may have difficulty regulating their emotions. They may also be more likely to experience symptoms of anxiety and depression. It’s important to note that while these symptoms may co-occur in individuals with psychotic disorders, each symptom may have different underlying causes and may require different treatment approaches. A comprehensive assessment by a mental health professional is necessary to accurately diagnose and treat these symptoms. It’s important to note that these conditions can vary widely in terms of severity and impact on adaptability. Treatment, therapy, and support can all be helpful in improving an individual’s ability to adapt to new situations and challenges.] 


Gifted individuals may struggle with perfectionism and high expectations, leading to anxiety and stress. By setting clear and realistic expectations, they can focus on personal growth and development, rather than constantly striving for unattainable goals. Overall, it is essential to support and encourage the “Engineering-Technical” mind to develop their potential fully, providing them with the necessary tools to thrive in all aspects of their lives. Adaptability refers to an individual’s ability to adjust to changes in their environment and cope with stressors. Adaptive skills are the behaviors, strategies, and abilities that individuals use to adapt to changing situations and cope with stressors effectively.

Adaptive skills that may promote adaptability and effective coping include problem-solving skills, emotional regulation, social skills, and positive coping strategies such as mindfulness, exercise, and self-care. Developing these skills can help individuals adapt to changing situations, manage stressors effectively, and maintain healthy relationships with others. 

Externalizing behavior is a maladaptive coping strategy that involves expressing one’s problems or distress outwardly, such as by acting out, becoming aggressive, or blaming others for one’s problems. While externalizing behavior may provide temporary relief from distress, it can also have negative consequences for an individual’s relationships and overall well-being.

There is no question that clarifying expectations and confronting reality are essential components of spiritual development, and this is especially true for those who are “gifted”. For instance, renewal prayers are a way to ask God for spiritual renewal and growth, seeking his help to overcome our weaknesses and grow in our faith. When we lift up James 3:2 in prayer, we acknowledge our imperfections and ask for God’s deliverance from them. The verse reads, “We all stumble in many ways. If anyone is never at fault in what they say, they are a perfect person, able to keep their whole body in check.” By lifting up this verse in prayer, we are recognizing our own shortcomings and asking for God’s help in controlling our words and actions.


It is possible that a person who is striving for equanimity might also be interested in practices such as brain balancing or seeking a living God. The Ascending Reticular Activating System (ARAS) is a network of nerve pathways in the brainstem that is responsible for regulating consciousness, arousal, and attention. The ARAS receives sensory input from various parts of the body and sends signals to the cortex, which is the outer layer of the brain that is responsible for complex cognitive processes such as perception, thought, and decision-making. 

Firstly for equanimity, humility is an essential aspect of Christian discipleship. We are called to follow Jesus’ example of laying down our lives for others and not seeking our own glory. Humility involves acknowledging our weaknesses and limitations, as well as recognizing the worth and dignity of others.

In connection with humility, we can also talk about grace. Grace is the unmerited and unconditional love of God that transforms and empowers us. It’s by grace that we are saved, and it’s through grace that we are able to live the Christian life. We need to receive grace with humility and extend it to others.

When we embrace simplicity in our lives, we may sometimes feel confused or uncertain about the path we are on. However, having faith and trusting in the ultimate intelligence of the universe, as represented by the Thymus, can help us to find clarity and purpose.

The RAS (Reticular Activating System) reminds us that humility is important not only in great things but also in small ones. The Pons can help us to find the plain path forward and bring clarity to our thoughts and actions. To understand simple truths, we may need to speak plainly and use simple words, as suggested by the ARAS. We should also be mindful of protecting and valuing the perspectives of plain and simple folk, who can offer valuable insights.

A key attitude that helps us to grow in humility and to serve others is a servant attitude. Jesus modeled this attitude when He washed His disciples’ feet and when He sacrificed Himself on the cross. We are called to imitate Him by putting others’ needs before our own and by serving with love and compassion. Renewal is also important in our Christian journey. We need to constantly renew our minds and hearts with God’s truth and to be transformed by His Spirit. Reading the Bible, listening to preaching, and participating in Christian fellowship are ways to renew our minds and hearts.

Regarding revenge, as Christians, we are called to reject self-induced revenge, overt revenge, and threatened revenge. Instead, we should hope for divine revenge, trusting that God will ultimately bring justice and judgment. However, we also need to be careful not to confuse proper Christian pride with revenge. Christian pride involves having confidence in our identity and calling in Christ, while revenge is about seeking to harm or retaliate against others.

Purification is a process that we go through as we seek to become more like Christ. It involves removing anything that hinders our relationship with God and others, and pursuing holiness and righteousness. It’s a lifelong process that requires discipline, humility, and faith.

The ARAS is believed to play a role in maintaining a state of equilibrium or homeostasis in the brain, which is important for overall health and well-being. Some proponents of brain balancing suggest that practices such as meditation, yoga, and certain types of exercise can help to regulate the ARAS and promote a state of balance and harmony in the brain.

Therefore, in enlightened ARAS, it is possible, through the triune brain, individuals who are interested in spiritual or religious practices may also be interested in practices that promote brain health, equanimity, and well-being of brain balancing, such as prayer, meditation on scriptures, praise and worship or yoga. Ultimately, the relationship between these concepts will vary depending on an individual’s beliefs and experiences.

Think ARAS Epigenetic Healing:  Epigenetic Healing involves the use of specific frequencies and activities to facilitate the body’s innate ability to heal itself based on the principles of epigenetics. In the context of ARAS Epigenetic Healing, the focus is on using Bible-centered trauma-informed activities, again such as reading and studying the Bible, prayer, praise, and worship, to activate the body’s natural healing processes and promote physical and emotional well-being. By activating the Word and utilizing frequencies that align with Biblical principles, this approach aims to facilitate healing on multiple levels.

Cook’s Call for Change

The Ascending Reticular Activating System (ARAS) is a part of the brain that is responsible for filtering sensory information and determining what is important to us. It plays a critical role in regulating attention and consciousness. Epigenetics, on the other hand, refers to the study of changes in gene expression that are not caused by changes in the underlying DNA sequence.

Epigenetic changes can be influenced by environmental factors such as stress, diet, and lifestyle, which can in turn affect the functioning of the ARAS. For example, chronic stress has been shown to lead to changes in the expression of genes involved in regulating the ARAS, which can impact attention and cognitive function.

Additionally, studies have suggested that spiritual practices such as biblical meditation and Christian aka Holy yoga may be able to reverse some of the negative effects of stress on the ARAS and improve cognitive function. This could potentially be linked to epigenetic changes that are induced by these practices.   

ARAS, or the Ascending Reticular Activating System, is a part of the brain that is responsible for filtering sensory information and determining what is important to us. In the context of prayer, ARAS can be used to focus our thoughts and attention on positive affirmations and renewal prayers.

Affirmation prayers and renewal prayers are both effective ways to use ARAS to focus our minds on positive thoughts and beliefs. Affirmation prayers involve declaring our faith in God’s promises and power, while renewal prayers involve asking for spiritual renewal and growth.

When we repeat these positive affirmations and renewal prayers regularly, our brains begin to filter out negative thoughts and focus on the positive, which can help to improve our mood and overall well-being. Additionally, these prayers can help to strengthen our faith and deepen our relationship with God. Here are examples of affirmation (divine) and renewal prayers (spiritual)  that could be used in conjunction with ARAS include:

Affirmation prayer:

“God, I trust in your plan for my life. I believe that you are working all things together for my good, and that you will never leave or forsake me. I declare my faith in your power and promises, and I know that all things are possible through Christ who strengthens me.” In Jesus’ name, I pray. Amen.”

Renewal prayer:

“Heavenly Father, I come before you with a humble heart, recognizing that I am not perfect and that I need your help. Please renew my spirit and help me to grow in my faith, so that I may become more like you. Help me to control my thoughts and words, and to focus on the positive. I trust in your guidance and direction, and I know that you will lead me on the path of righteousness. In Jesus’ name, Amen.”

[Note: While the relationship between ARAS and epigenetics is complex and not fully understood, it is clear that both play important roles in regulating brain function and behavior. Further research is needed to fully understand the mechanisms by which these two processes interact and influence each other.]

“Human Autonomy” 

Think about the need of being delivered from the need of “Human Autonomy” which  refers to the concept of surrendering one’s own desires and will to the will of God. Human autonomy is the idea that individuals are free to make their own choices and decisions, without the need for external guidance or control. However, this mentality can lead to a self-centered approach to life, where one’s own desires and interests take precedence over anything else. This can result in a lack of direction, purpose, and fulfillment. 

The idea of being delivered from the need for human autonomy is rooted in the belief that God has a specific plan and purpose for each person’s life. By surrendering to God’s will and following his guidance, individuals can find a sense of direction, purpose, and fulfillment that they may not have found on their own.

One biblical example of this concept can be found in the story of Jonah. When God called Jonah to go to Nineveh and preach repentance to the people, Jonah initially resisted and tried to flee from God’s command. However, through a series of events, Jonah eventually surrendered to God’s will and went to Nineveh, where he successfully preached repentance to the people. Another example can be found in the life of Jesus. In the Garden of Gethsemane, Jesus prayed to God, “Not my will, but yours be done.” This prayer exemplifies the idea of surrendering one’s own desires and will to the will of God.

Being delivered from the need for human autonomy does not mean giving up one’s free will or becoming a passive participant in life. Instead, it means choosing to submit to God’s will and guidance, trusting that his plan is ultimately for the greater good.

In conclusion, being delivered from the need for human autonomy is about surrendering one’s own desires and will to the will of God. By doing so, individuals can find a sense of direction, purpose, and fulfillment that they may not have found on their own. This concept is rooted in biblical teachings and can be seen in the lives of biblical figures such as Jonah and Jesus. Surrendering to God’s will does not mean giving up one’s free will but choosing to trust in God’s plan for one’s life.

Cook’s 5 Talking Points for Episode #1

  1. What is “human autonomy” and how does it relate to surrendering to God’s will?
  2. Why is it important to surrender to God’s will and follow his guidance?
  3. How can surrendering to God’s will provide a sense of direction, purpose, and fulfillment in life?
  4. What are some biblical examples of surrendering to God’s will, such as the stories of Jonah and Jesus?
  5. How can individuals find a balance between free will and surrendering to God’s will in their daily lives? Opportunities for growth and change. It’s important to avoid complaining and instead focus on accepting guidance from others.

Prudential Personalism

In the context of Bible literacy and education, prudential personalism and the gift of prudence are important concepts to consider when studying and applying biblical teachings to our lives. By recognizing the complexity and diversity of human experience, and by cultivating the gift of prudence, we can develop a deeper understanding of the ethical and moral dimensions of the Bible, and apply its teachings in a way that is both meaningful and relevant to our own lives.

What does this verse mean to you? 

Renewal prayers are a way to ask God for spiritual renewal and growth, seeking his help to overcome our weaknesses and grow in our faith. When we lift up James 3:2 in prayer, we acknowledge our imperfections and ask for God’s deliverance from them. The verse reads, “We all stumble in many ways. If anyone is never at fault in what they say, they are a perfect person, able to keep their whole body in check.” By lifting up this verse in prayer, we are recognizing our own shortcomings and asking for God’s help in controlling our words and actions.

An example of a renewal prayer based on James 3:2 could be: “Heavenly Father, I come before you with a humble heart, recognizing that I am not perfect and that I stumble in many ways. Please help me to control my words and actions, so that I may be a reflection of your love and grace. Deliver me from my weaknesses and help me to grow in my faith, so that I may become more like you. In Jesus’ name, Amen.”

All these minds and giftedness need “Spiritual Development” Goals: Clarify expectations, Confront reality, Explain doing “good”/”well”, Deliver results, Faith 4 (Thymus) “Ephapha” open mind and heart for new possibilities stay present- not past or future. Trusting God…He loves them! Spiritual Development Research Here: https://www.linkedin.com/newsletters/nurture-their-nature-news-6876199481797296128 

Anger:  ___ % percentage

Strength Verses

Mercy Verses

Self-Control Verses

Shame: ______% percentage  

Empathy (Comfort) Verses 

Grace Verses

Loving-Kindness Verses

Remember: By cultivating the gift of prudence, we can apply biblical teachings in a way that is both meaningful and relevant to our own lives, making wise and practical decisions that reflect our values and beliefs. Ultimately, prudential personalism and the gift of prudence can help us develop a deeper and more authentic relationship with God, and with one another.


Neuroplasticity refers to the brain’s ability to change and reorganize itself throughout life, including the creation of new neural connections and the pruning of existing ones, in response to experiences, learning, and environmental stimuli.

Write down and study any words or phrases that “stick out” to you? 

Affirmation prayers, on the other hand, are a way to declare our faith in God’s power and promises. When we lift up Titus 3:4-5 in prayer, we are affirming our belief in God’s mercy and grace. The verses read, “But when the kindness and love of God our Savior appeared, he saved us, not because of righteous things we had done, but because of his mercy. He saved us through the washing of rebirth and renewal by the Holy Spirit.” By lifting up these verses in prayer, we are declaring our trust in God’s power to save us and renew us through the Holy Spirit.

An example of an affirmation prayer based on Titus 3:4-5 could be: “Gracious God, I thank you for your kindness and love that appeared through your Son, Jesus Christ. I know that I am not saved because of anything righteous that I have done, but only through your mercy and grace. Thank you for the washing of rebirth and renewal that comes through the Holy Spirit, and for the promise of new life in Christ. I declare my faith in your power and promises, and I trust in you to guide me on my journey of faith. In Jesus’ name, Amen.”


ARAS, or the Ascending Reticular Activating System, is a part of the brain that is responsible for filtering sensory information and determining what is important to us. It plays a crucial role in determining our attention and focus, and can be trained and developed through intentional practices such as bible meditation, affirmation prayers, praise and worship, and visualization.

Epigenetics, on the other hand, refers to changes in gene expression that can occur without changes to the underlying DNA sequence. These changes can be influenced by a variety of factors, including environmental factors, diet, stress, and lifestyle choices. While the Adaptive Regulation of Arousal System (ARAS) and epigenetics are two distinct processes, recent research suggests that they may be related. ARAS refers to the neural network that regulates our arousal level, while epigenetics is the study of how our environment and experiences can alter the expression of our genes.

On the other hand, practices such as biblical meditation and mindfulness have been shown to positively impact both ARAS function and epigenetic changes. These practices have been found to increase activity in the prefrontal cortex, which is involved in regulating the ARAS and emotional responses. They have also been shown to induce epigenetic changes that may lead to greater resilience to stress and better emotional regulation.

While more research is needed to fully understand the relationship between ARAS and epigenetics, it is clear that both play important roles in shaping our thoughts, emotions, and behaviors. By intentionally engaging in practices that support both ARAS and epigenetic health, such as biblical meditation, prayer, praise and worship, we can work to cultivate greater well-being and resilience in our lives. This can help us to better cope with stress and adversity, and to live more fulfilling and meaningful lives.

His Endless Love

Lift up the verse in Colossians 2:2, which reads, “My goal is that they may be encouraged in heart and united in love, so that they may have the full riches of complete understanding, in order that they may know the mystery of God, namely, Christ.”

I pray that you grant this verse to those in need, and that they may be encouraged, united in love, and gain a deeper understanding of you and your plans for their lives and bless them with the Spirit of Knowledge, so that they may have a deeper understanding of His love and grace. As well, understanding of these miracles of Heaven remind us of God’s power, protection, provision, victory, and eternal promise. They inspire us to trust in God’s goodness and to look forward to the day when we too will enter into the eternal joy of Heaven.

  1. The Creation of the Universe: In Genesis 1, we read about how God spoke the universe into existence. This incredible miracle demonstrates God’s immense power and creativity.
  2. The Parting of the Red Sea: In Exodus 14, we read about how God miraculously parted the Red Sea, allowing the Israelites to escape from Pharaoh’s army. This miracle demonstrates God’s protection and provision for his people.
  3. The Ascension of Jesus: In Acts 1, we read about how Jesus ascended into Heaven after his resurrection. This miracle demonstrates Jesus’ victory over death and his return to his rightful place with the Father in Heaven.
  4. The Revelation of Heaven: In the book of Revelation, we read about John’s vision of Heaven. This incredible vision gives us a glimpse into the beauty and majesty of God’s eternal dwelling place.

God’s power and creativity:

Set your heart on Jesus. 

Follow Jesus. 

Listen to Jesus. 

  1. Genesis 1:1 – “In the beginning God created the heavens and the earth.” This verse highlights God’s ultimate power and creativity in creating the entire universe and all that exists within it.
  2. Psalm 139:14 – “I praise you, for I am fearfully and wonderfully made. Wonderful are your works; my soul knows it very well.” This verse speaks to God’s creativity in crafting each individual person with unique talents, abilities, and characteristics.
  3. Isaiah 43:19 – “Behold, I am doing a new thing; now it springs forth, do you not perceive it? I will make a way in the wilderness and rivers in the desert.” This verse demonstrates God’s power and creativity in bringing forth new beginnings and opportunities, even in seemingly impossible circumstances.
  4. Job 38:4 – “Where were you when I laid the foundation of the earth? Tell me, if you have understanding.” This verse highlights God’s ultimate power and creativity in creating the foundations of the earth and all that exists within it, reminding us of our limited understanding and God’s infinite wisdom.

God’s victory (His Goodness):

Set your mind on Jesus. 

Magnify Jesus. 

Obey Jesus. 

  1. 1 Corinthians 15:57 (NIV) – “But thanks be to God! He gives us the victory through our Lord Jesus Christ.”
  2. Romans 8:37 (NIV) – “No, in all these things we are more than conquerors through him who loved us.”
  3. Psalm 60:12 (NIV) – “With God we will gain the victory, and he will trample down our enemies.”
  4. Exodus 15:2 (NIV) – “The Lord is my strength and my defense; he has become my salvation. He is my God, and I will praise him, my father’s God, and I will exalt him.”

God’s protection and provision (His Faithfulness):

Fix your eyes on Jesus. 

Hope and Trust in Jesus. 

Worship Jesus. 

  1. Psalm 91:4 – “He will cover you with his feathers, and under his wings you will find refuge; his faithfulness will be your shield and rampart.”
  2. Philippians 4:19 – “And my God will meet all your needs according to the riches of his glory in Christ Jesus.”
  3. Isaiah 41:10 – “So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen you and help you; I will uphold you with my righteous right hand.”
  4. Psalm 23:1 – “The Lord is my shepherd, I lack nothing.”

Eternal promise (beauty and majesty)

Follow Jesus.

Adore and Love Jesus.

Proclaim Jesus. 

  1. Psalm 27:4 (NIV) – “One thing I ask from the Lord, this only do I seek: that I may dwell in the house of the Lord all the days of my life, to gaze on the beauty of the Lord and to seek him in his temple.”
  2. Isaiah 40:8 (NIV) – “The grass withers and the flowers fall, but the word of our God endures forever.”
  3. Revelation 21:4 (NIV) – “He will wipe every tear from their eyes. There will be no more death or mourning or crying or pain, for the old order of things has passed away.”
  4. 2 Corinthians 4:17-18 (NIV) – “For our light and momentary troubles are achieving for us an eternal glory that far outweighs them all. So we fix our eyes not on what is seen, but on what is unseen, since what is seen is temporary, but what is unseen is eternal.”


Neuropedagogy  is a field of study that combines neuroscience, nouthetic learning, positive psychology, and educational pedagogy, with the aim of understanding how the brain processes information and how this knowledge can be used to improve teaching and learning. 

Trusting our brains and persevering in Christ through challenges is a valuable reminder that we are capable of learning and making progress in all areas of our lives. Whether we are faced with academic struggles, personal obstacles, or unforeseen circumstances, our brain has the power to adapt, grow, and overcome.

As individuals , it can be easy to feel discouraged or overwhelmed when we encounter difficult concepts or assignments. However, it is important to remember that every challenge presents an opportunity to learn and improve. By trusting our brains and persevering until things feel “just right,” we can gain a deeper understanding of the material and develop stronger problem-solving skills.

It is also important to recognize that each of us learns and processes information differently. Some individuals  may excel in traditional classroom settings, while others may benefit from alternative methods such as hands-on learning, visual aids, or technology-based tools. By embracing our unique learning styles and seeking out the resources and support we need, we can maximize our potential and achieve our goals.

As an educator, tutor, coach, and consultant, I am passionate about helping individuals  of all ages and backgrounds develop their skills, confidence, and independence. Through personalized support and guidance, I strive to empower individuals  to trust their brains, persevere through challenges, and achieve their full potential. Whether you need help with homework, test preparation, executive functioning skills, or study strategies, I am here to help you succeed.

In conclusion, I encourage all individuals to trust their brains and persevere through any challenges they may face. By embracing our unique learning styles and seeking out the support we need, we can unlock our full potential and achieve our academic and personal goals. Remember, with determination and hard work, anything is possible.

[Note: It’s important to note that neurodiversity is not centered around external validation or approval, but rather refers to natural variations in neurological development and functioning. However, certain neurodivergent conditions may make individuals more sensitive to external validation or approval. Overall, while neurodivergent conditions may impact how individuals experience and respond to external validation or approval, it’s important to recognize that everyone has unique needs and experiences, regardless of neurological variation.]

For more information: http://www.myelbert.com ©2018, In-Text Citation: [a] Cook T. Cook’s FSD Dysregulation: Functional System Regulation Using a Spiritual Growth-Oriented Learning Model; Feb; 2023; http://www.myelbert.com [b] N T Nature – Helping Those with a Neurodiversity Enjoy Learning Again (Updated) Part I. Scribd; [c] Cook’s Nurture Their Nature Part I. Learn more Neurodiversity Hub. (2022). YouVersion: Emotions by topic [d]. Epigenetics and neurodiversity. 

For Free Coaching Use My Elbert Case Study Template (ask me about this): https://docs.google.com/forms/d/e/1FAIpQLScFolciF-gKPw7hBuBK4ANZrb8yrlWdD-2H8eFM9uvSAPbJdQ/viewform 

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Tricia Cook MEd, RSP, AOG, Montessorian

Emotional Intensity Advocate/Neurodiversity Resilience & Family Coach/Consultant, Online Tutor, Podcaster/Author & Developer of My ELBERT, owner and operator of..

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Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

Dyslexia Screenings & Emotional Intensive Intervention - Staff Training - Online Courses- Consultancy- Tutoring-Reliance and Family Coaching I have a unique approach in helping individuals achieve their full potential. With over two and a half decades of experience, I have a passion for learning new techniques and being at the forefront of groundbreaking advancements in education. As a graduate of the renowned Auburn University, I have earned both her BA in ECE and Masters Degree in Secondary with Reading Specialist certification from the University of Alabama. I have experience at the Montessori School in Birmingham which has provided me with valuable insights into the best practices of teaching young minds. I have also developed training programs for teachers, providing essential support to students with neurodiverse needs such as dyslexia, ADHD, and autism spectrum. I have focus on developing a "whole child" pedagogy that caters to all modes of learning, I continually work with Dr. Joseph Nwoye on teaching and learning including DEI. I have helped develop programs and training with SDIG (systemicdiversity.org) in promoting the intersectionality of the complexities and complicated issues of diversity. I have credentials as a reading specialist with a speech pathology background expanded greatly while owning Cook's Independent Tutoring, Coaching, Consulting, LLC. I currently pursuing a Neurodiversity Family Coaching certification in the framework of the CReW Coaching Institute. Again, I have a commitment to being at the forefront of groundbreaking advancements in education. As an enthusiastic learner and educator, I am confident that I have the necessary skills to support others in achieving their goals (crw.life). For more information, contact Tricia Cook, Cook's Independent, Tutoring, Coaching and Consulting, LLC. (myelbert.com; https://sway.office.com/dXy5PpvjMeF4yxWh?ref=Link&loc=mysways) https://linktr.ee/tcooktutor

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