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bjbj ~ Wired for Success TV ~ Mastering the 7 Areas of Life HYPERLINK "http://www.wiredforsuccess.tv"
www.wiredforsuccess.tv Presented by Melanie Gabriel & Beryl Thomas [Episode 1] The Joys
of Being Just You The Joys of Being Just You [Episode 1] Wired For Success TV [0:00:19]
Melanie: HYPERLINK "http://www.wiredforsuccess.tv" http://www.wiredforsuccess.tv is a web TV
show where we focus on mastering the seven areas of life. If you would like more details
about these seven areas, just head over to our website, that s www.WiredforSuccess.TV
and have a look at our intro blog. m Melanie Gabriel and my colleague, Beryl Thomas. Beryl:
Hi everyone. Melanie: We are your hosts for Wired for Success TV. And today, we have a
very special guest, Rosemarie Mason. Rosemarie will talk to us today about the joys of being
just you and she will also share her exciting journey as a HANDLE Practitioner helping others
to live meaningful lives where previously, they would have been written off and possibly
not seen as having any real potential. But before we dive into that, just want to say
that if you have not actually joined us on our blog, perhaps you re watching us on YouTube
or listening to our podcast or from any other source, it doesn t matter wherever you re
joining us from, I d like to wish you a very warm welcome. As previously mentioned, today
s guest is HANDLE Practitioner, Rosemarie Mason. She is a mother of five, all with neurodevelopmental
differences commonly labeled as autism, severe learning difficulties, dyspraxia, and dyslexia.
Her children have made outstanding progress way beyond the results that could be expected
from the traditional experts. And some of them are actually studying or training in
a college or university setting. In other words, they are living quite normal lives.
But we ll hear more about this and the impact all of this has made on Rosemarie s family
in a moment. Rosemarie became a campaigner for disability rights, an advocate, a consultant,
government adviser, run a local autism support group for ten years, and along with family
members has been featured in media campaigns for the National Autistic Society. She trained
as a HANDLE practitioner and instructor after seeing the dramatic changes in her entire
family. HANDLE by the way stands for Holistic Approach to Neurodevelopment and Learning
Efficiency. She has worked with individuals with varying labels and diagnoses. For example,
ASD, ADHD, dyslexia, dyspraxia, strokes, depression, brain injury, cerebral palsy, Down syndrome,
amongst others as well as with individuals who while being effective want to be more
efficient and less stressed. So welcome Rosemarie. It s a pleasure to have you with us today.
Rosemarie: Thank you, Mel. Melanie: Now, before we talk about your personal experiences and
your background, for the benefit of the audience, could you share with us what HANDLE is and
how that ties in with the title of Joys of Being Just You? Put that into context with
the Joys of Being Just You. Rosemarie: HANDLE like you ve said, it is an acronym for Holistic
Approach to Neurodevelopment and Learning Efficiency. And almost the best way to describe
HANDLE is to look at those words, holistic, it s whole. We look at everything in HANDLE.
So nothing is nothing stands alone. It s an approach so it encompasses everything. We
have our own set of activities but we have we use whatever that person needs. So it s
not like someone does a HANDLE program and doesn t do anything else because well, that
s not real life. Neurodevelopment, it s simply as simple as the brain is. It s brain development
and all the aspects of that and all the things that that add to that like the big thing now
is all genetics. Well, that is only one small factor. We ve got genetics. We ve got environmental
factors and environmental factors, internal and external environmental factors. We look
at nutrition, aspirations, all kinds of things. Whatever makes up an individual that s what
we re looking at. Learning because we all have the ability to learn even though some
of us may be labeled with those kind of labels that, Oh, they re functioning at this level.
My bugbear in life is when people start talking about a 35-year-old and they re functioning
like a 4-year-old and it s like, how dare they? That person is a 35-year-old. We all
function at a 4-year-old level sometimes. Melanie: That s true. Rosemarie: And efficiency,
which is essentially that we are putting the least amount of energy into doing what we
want to do, what we need to do, what we hope to do. And when we re talking about being
me, it s sort of in HANDLE, we go beyond the labels like a label if you have a label or
a diagnosis or be it just stressed out individual. Well, that s just a sign post. It s saying,
Red flags are going up. Hey, I m in trouble. Like what s going on? And it s very difficult
to be content, to be happy, to pursue what you want to do when you re living in that
state constantly. So it s really addressing behavior and looking at that. It s communication.
Looking at the whys, I mean the big word in HANDLE is why. Why are you doing that? And
often even, when it comes to a behavior, be it somebody that s flapping or smoking or
whatever, we tend to well, let s try that myself. Like what s that doing for me? What
might that be masking? Why might that be making white noise? Why might I have to repeat something?
And I think we ve all encountered people that you ask them a question and they tend to repeat
it or they repeat your answer. Could that be because they need more time to process
language? They might not be given that label but that might be what s happening. Melanie:
So, what I think I m hearing you re saying is that what we re seeking to do is to understand
the person, start with the person from where they re coming rather than box them up in
a label. And of course by doing that, they re going to feel heard. They re going to feel
understood and we re probably going to get a lot more out of them. Rosemarie: Yeah, most
definitely. And I mean most of us if we get a label or a diagnosis, we start defining
ourselves by that. You just have to look out there. We ve got the cancer victims or the
sufferers of autism or the and it s sort of like everybody gets banged together as a group,
as we women used to be. We were all banged together. This is what women do. Melanie:
Yeah. No, carry on. Rosemarie: Yeah. No, which was just I mean what s coming to mind is in
the States, the wife of the Republican candidate for the president was talking about us women,
this is what we do. And it was like, hey, wait a minute. No, we don t. That woman might
do it but the next woman doesn t. One of us might bake cookies but the next one might
not be able to boil water. Melanie: Yeah, yeah. Yes, it s so easy to be trapped in a
force field of this is how it s done and then everybody goes along with it. Rosemarie: Yeah,
yeah. And also, if you get put into that box, you become that. I mean this is what I find
with a lot of people I work with who are labeled certain thing. They suddenly I know somebody
that very capably was reading and writing and whatever, suddenly, got this diagnosis
of dyslexia and reading it s really hard for me. Writing is really hard for me. Now, it
might be a challenge but she was confidently doing it before she got the label. Beryl:
So Rosemarie, can you tell us a little about I mean this is fascinating and I m really
intrigued into how HANDLE was developed. Who found it? Where did it come from? Rosemarie:
It was developed by an absolutely amazing woman called Judith Bluestone who unfortunately
passed away a few years ago. But Judith was born with major issues, neurological issues,
bones in her face didn t grow, she had a severe seizure disorder, she had [0:10:13] [indiscernible]
encephalitis. Would have qualified for many, many labels including probably autism, attention-deficit,
hyperactivity disorder, probably would have been labeled epileptic, her favorite one was
oppositional defiant disorder but she wanted to keep that one because that sounded good.
But she was born before the labels. So she didn t actually get them. Beryl: That was
lucky. Rosemarie: Part of the reasons why her she was born with all these difficulties
was her father was a scientist and he was part of a team trying to cure world hunger
so working with insecticides and pesticides. Beryl: Oh OK. Rosemarie: Actually contributed
to making Agent Orange which was eventually used in as a weapon in Vietnam. It was a de-foliage.
So really, before she was even conceived, her the likelihood is her father s *** was
probably damaged. But then he was bringing it home on his clothes and it was going into
their vegetable patch. He didn t know. Like many things, you do things and you don t realize.
So it was one of the probably genes was one of the factors in her difficulties but she
also was fortunate in her parents had never say no, never say never. And she was allowed
to do what she needed to do. And HANDLE itself, that whole approach, I mean it was she lived
HANDLE and she just had that although she probably nowadays, probably would have been
labeled with some kind of intellectual impairment because she didn t talk until she was about
nine. And her behavior was very bizarre. She would look at she would be looking at spinning
wheels and getting great joy out of squealing or whatever. But she behind all of that, she
was figuring out what she needed and she was doing it. I mean at one stage, she went profoundly
deaf because the bones that should have been growing into her face grew into her ears,
into her middle ears. And they didn t figure that out for a year that she because she had
moved house and she what she always said, she blamed her sister because her sister never
told her that the birds in this neighborhood were singing too. She just thought all the
birds had stopped. And she was a great lip reader. She learned how to lip read from a
very young age. So for after the operation, she spent a year on a pogo stick but was allowed
to do that. And that kind of movement without going into too much detail is actually a shutdown
movement. She was actually able to cope with all the sensory input that was coming in on
her because she was allowed to jump up and down. Beryl: So are you saying Rosemarie that
Judith instinctively knew what was right for her and this stimulated her thinking to open
up this whole world of HANDLE to other people because she realized that there other people
out there who had been put in boxes but actually they were doing their best intuitively to
communicate, to live in a normal kind of life. Is that how it all evolved? Rosemarie: Yeah,
they were doing what they needed to do. I mean she always said, m me. She didn t want
the labels. I mean she studied as she was growing, she started studying. She studied
neurology. She studied anatomy. She studied education. She studied everything and anything,
different methodologies like Montessori, Doman-Delacato s work. She studied all of these things. And
a lot of things she did up to PhD level but she never got the label of PhD if you will
for various reasons, mainly time issues but also, it wasn t necessary in her work. But
she needed to explain what she was doing, what she was doing instinctively even from
her own point of view like what am I doing when I do that? Like I m saying that movement
that she was doing instinctively like what is happening? What is happening in the brain
when I do that movement? Beryl: So, a lot of self-inquiry was going on in her. Rosemarie:
Most definitely. Beryl: She was confident enough it sounds like because her parents
weren t labeling her and were letting her have this free expression. Rosemarie: Yeah,
yeah. Beryl: She was able to self-inquire without kind of damning herself for being
different allegedly. Rosemarie: Yeah. And she also because of the time she was growing
up in and because of her parents insistence, she went to mainstream schools. Now, it wasn
t always a pleasant experience for her because like in her teenage years, she was drooling
all the time so she was made in the canteen to face the wall so she wouldn t upset the
other students. I mean what does that do to you? But also, the plus side of that was she
was able to actually observe other people and what they were doing and how they were
dealing with things. I mean that made her Melanie: I ve lost sound. Hello? Rosemarie:
Hello? Beryl: Carry on, carry on. Melanie: Carry on. Beryl: We lost you for a moment
there. Carry on, Rosemarie. Melanie: We lost you for a minute. Rosemarie: Right. It just
made her part of society, society as a whole rather than an isolated part in an institution
which many people ended up in. Melanie: Rosemarie, there s one question I m trying to get clear
in my mind. So you mentioned that she was nine before she spoke properly. Rosemarie:
Yup. Melanie: Yeah. And you imply that there are a number of other challenges that she
had to deal with. So, is it through her own self-inquiry, her own persistence that she
learned to speak or was there assistance from the system or what? Rosemarie: No. In actual
fact, one of the reasons that was the speech was so difficult for her was she didn t have
an upper palette. So, she couldn t actually follow. I mean part of the things about speech
development is watching, babies watch, they re watching what you re doing with your mouth
and your tongue and everything else. Well, for her, without that upper palette, it was
very, very difficult to form the words. So she learned how to do it. Beryl: Because she
speaks very clearly. I have seen a video of her interview. She speaks, I know sadly she
s passed but there was no difficulty understanding her. Rosemarie: No. Melanie: So you re saying
without an upper palette, she s learned to speak as well as she did? Rosemarie: Yeah.
I mean she did eventually have a reconstructed upper palette. Melanie: OK. Rosemarie: But
she still would occasionally, she would even show you how she used to speak. And even that
was clear. It s amazing what human beings can do. But she was definitely an exceptional,
exceptionally exceptional person. She was way in front of her time. I mean constantly
there s research being done constantly and things that are coming out. Well, Judith seemed
to have known that 30, 40 years ago. But like I said, didn t do the research into it. I
mean things like neuroplasticity which is pretty acceptable now. Well, 40 years ago,
that wasn t. I know when I was studying biology, it was almost like once your brain was developed
like by the time you were 21 or so, I mean that was it. I mean we now know the brain
constantly develops and doesn t stop until we die. And even now, they re saying Melanie:
It s developing now as we speak. Rosemarie: Yeah. And even we know we can we actually
can grow new brain cells. All these things that we were told, no, we couldn t do. Judith
knew Melanie: So this is the paradigm she was operating in even though it wasn t popular
at the time. Rosemarie: Yeah, yeah. I mean she would be she worked within educational
systems and knew very much how to deal with people as well. Ironically for somebody that
would have qualified for that label of not being empathetic or not knowing how to interact
with other people. She was a great person for almost making the other person think that
was their idea and she did that very much when she was in education. She got away with
things that people would look at, How did you do that? How did you manage to get that?
And how did you And it was just innately, she knew what to do. Ironically, I find that
with one my sons who is nonverbal is a great he gets things done and you start looking
like how, what. But there are all these other things that you can do. She then eventually
she moved to Israel and she lived about ten years on a kibbutz. And it was after she left
the kibbutz, her work won awards because it wasn t a very prosperous kibbutz and it was
one that had a lot of social difficulties, teenage pregnancies and uneducated workforce,
et cetera. And in those ten years, things changed quite dramatically. And that was through
the work that Judith was doing and that s really where she probably put it together
and when she actually moved back to the States, people were sort of saying, Judith, you have
to teach others. And that s when she started the HANDLE Institute. Beryl: So Rosemarie,
you touched on how your son has been helped by this process here. Could you just share
with us how you found Judith because you really fell on your feet there, didn t you? Rosemarie:
Yeah. I mean it was back in 2003 and I actually had heard of HANDLE previously but hadn t
quite gone down the route. Probably, we re actually doing a lot of following the kind
of ethos of HANDLE in that I very much backed the system. Whatever I was told to do with
the kids, I sort of asked permission to do it for one thing. And yeah, I did what was
right for our family. I mean I was sort of known as unrealistic mother, which I m very
proud of. That s my label. And I actually was at a spiritual retreat and I met a woman
who was a [0:22:35] [indiscernible] and she was telling me about her thoughts of changing
career and she d gone on this HANDLE course and maybe I d be interested. Because of course,
my three sons were diagnosed with autism and once you say that to somebody, it s sort of,
Oh yeah, well my friend s daughter has autism. And the connection is made. And I think it
was like about three, four months later, she sent me a flyer about a course that was being
held in North London. And the night that it was being held, it was a weekend course but
it started on the Friday, I think most of the trains were out. We had ice and snow and
I very much and I was being encouraged by my husband, Why don t you stay home? It s
not too good out there and whatever. And I thought just something inside of me said,
go. And I went and sat for three hours being told what HANDLE was all about and being talked
about reasons, possible reasons for behavior, possible reasons why somebody has difficulties,
et cetera. And I swear I skipped home. It was just like getting there I was sort of
like walking like I was very old and very feeble. But I was a 4-year-old running home.
It was suddenly because to me, I d always been asking why and I was told, well, just
because they have like behaviors or because they re autistic or with my daughters who
had as well as dyslexia, dyspraxia, they had language disorders, well why? I had all kinds
of reasons like previous existence of mad Harry I must have been. And also, that was
me feeling sorry for myself which occasionally happened. But most of the time, it was like
I was grateful because I have the most amazing children. OK. There were times when the boys
were small and they d attack me and bite me and scratch me but then they give me lovely
hugs and lovely kisses. But they also looked terrified. And the world was terrifying for
them because they were sensory bombardment that they weren t able to cope with. And HANDLE
gave me the reasons why and then and things to do about it too. Beryl: So tell us about
what happened next, what did you do about it? How did you work with your children? Rosemarie:
Well, what happened next was I first off booked my eldest twin, Sean, in for an assessment
with the Cathy Stingley who was the presenter, the instructor and I booked Sean in. But equally,
they had there was application for an intermediate course and at this stage, I think my husband
was out of work and there wasn t a lot of money going around and I had never been away
from home without bringing at least two or three kids with me. And I was saying, this
was a residential course for seven days and I came home and said, I want to go on this
course and it s in February. Now, this was January. And off I went. And the HANDLE journey
began and it just HANDLE was really in its infancy then. It s still not the largest organization
in the world but we are getting there. And they were starting with this was the first
intermediate course. And in May of that same year was the first advance course and I booked
myself on that one as well. And it just I had to know. But equally, it became very obvious
at home that whatever I was learning was helping. Beryl: Right. So that drove you on. Rosemarie:
I came home and I was showing the kids some of the activities Melanie: And they were cooperating.
Rosemarie: Not always, not always. My younger son had a t-shirt or at least he wanted a
t-shirt that I hate HANDLE and he wasn t going to have any of it. For one thing, it was taking
mom away. But it was also, you were asking him to do things and for him, he was always,
if you will, the most autistic of my children even though other people thought he was the
least. But he was the one that was very, very rigid and everything had to be the same. So
as we were introducing activities and he went through the whole assessment process, it was
scary because things were changing. And we re all a bit like that. It s human nature
to sort of like what s familiar and as much as we look and we say, Oh, that would be fun.
s like, Oh, do I really want to do that? I mean it was a bit like me with the interview
today. It was like I was looking so forward to it but then part of me was uh-oh. Melanie:
OK. Yeah. Rosemarie: So it s that kind of thing. Change can be scary. Beryl: But Rosemarie,
did you find with your children when you were working with them, did you find that as they
saw the changes and I m not sure if this is the thing to say, life became easier? I m
not sure quite if that s the phrase. But as they saw changes, were they more inclined
to do the exercises? I know there s no pressure to do the exercises but were they more compliant
with the process? Rosemarie: Most definitely, most definitely. And they still do them. They
were seeing the difference. And the joy of HANDLE activities is we can change them and
vary them with an individual. So like an activity that we do is a clapping game. Well, that
doesn t really interest teenage boys going around clapping. It might girls but not necessarily
boys. So OK, we can change this and do this with the ball against the wall. So you can
actually introduce. And there s a bit of competition then. And I know my son is enjoying it and
other kids, they d be going, Oh wow! That looks like fun. And it was fun because that
s how our brain develops through fun things more than the things that we think, the things
that you do in school. Actually, you probably learned more by jumping around the playground
because that enabled your brain then to take on the information that you are given in school.
Beryl: Tell us about the straw, Rosemarie. Tell us about the crazy straw. Rosemarie:
Yeah. I have mine here. It s just a straw with loads, and loads, and loads of loops.
And basically what it s doing is the same thing that we did when we were sucking at
our mother s ***. So it I mean there s often that thing, breast is best and talking
about nutrition, et cetera, et cetera. But it s what s going on is actually the first
interhemispheric activity we do. It s the first activity that takes both sides of our
brains to do. And if you looking at pictures of a fetus in the womb, quite often, you see
the thumb in the mouth. And that s quite a complex movement for the brain and it takes
a large part of the brain is doing that. But while it s doing that, while someone is sucking,
and I mean the reason it s a swirly whirly straw and equally why when I m talking about
sucking up the mother s ***, equally, a child could be sucking on a bottle. Beryl:
OK. Rosemarie: Drinking formula, et cetera. The difference is the suck, the suck is harder
Melanie: On the breast. Rosemarie: on the *** than it is with the bottle because
gravity gets involved then. So but again, it depends on the individual. Like one individual
needs that kind of suck and the other, the bottle sucking is fine. But when it comes
to the activity that we do, we like to use the straw so you get a small aperture and
you really have to pull. And what that is actually doing is for one thing, it s working
on the sphincter muscles, those round O muscles. So if you practice one of them, you practice
all of them. And some of the examples of round O muscles that we have are the mouth, the
eyes, so you re working on the muscle tone in the eyes and the esophagus, the esophagus
sphincter muscle which is actually preventing reflux. So there are cases of people that
have used crazy straws that haven t needed any medical intervention for their reflux
which was getting dangerous because obviously, what s in the stomach should not be up in
the throat. Beryl: Sure. Rosemarie: Also, the sphincter muscles in your bowel and bladder.
So developmentally, we are meant to suck and be on the *** until probably the age of
two. That s what would happen in other probably third world countries. Beryl: Cultures. Rosemarie:
The children would be fed that way and then you by that stage, you know what the urge
is and you know what to do about it because you practice it. Nobody has taught you as
such but your body knows how to do it instinctive. Equally, what sucking does is you have a part
in the mid brain called the colliculus which vibrates when you suck. It s not sphincter
muscle but it actually is with that vibration, it s helping filter sounds. Beryl: I was going
to ask you about the hearing because I was reading in the book on the topic today, The
Fabric of Autism, I was reading about how the ears are affected by this too. Would you
like to touch on that? Rosemarie: Yeah. We have a tympani muscle in the ear and that
too vibrates and that again, is part of the structure for helping us filter out sounds.
So for a lot of children and adults, if you re sound sensitive and you re not able to
filter out sounds, it can cause delays in language or it can cause social difficulties
like people don t want to go into groups because all people talking at once. If you re not
able to filter sounds out, you don t know where to put your attention. And it actually
becomes painful. Beryl: So I see you with your crazy straw, Rosemarie. So you re never
too old are you to start the HANDLE program? Rosemarie: No, no. I mean my eldest client
is soon to be 89 and one of the things that I have permission to say this is what her
daughter has been doing with her because she s been suffering from recently from a few
TIAs which is transient ischemic attacks which are like little strokes. And Jean hasn t been
panicking when these have happened and she s been able to do HANDLE activities with her
and in some cases, her voice is gone and then it s come back. And there s been a lot of
research around brain issues like that, acquired brain issues and strokes and there are some
HANDLE activities that the sooner they can be done the better. But even long-term can
still make a difference. So again, it s just s natural ways of doing things and using that
plasticity of the brain and the idea that the brain and there are books, there is a
book recently, The Brain That Changes Itself by a doctor called I can t think of his first
name, Doidge and it was on the Times bestseller list. And he was looking from the medical
model about how the brain can change itself and people have recovered from things they
shouldn t have recovered from. We get that all the time. I mean Judith herself had a
car crash and was told she couldn t walk again. And one of the questions she just asked was,
Is my spinal column severed? And they said no. Well, she said, m going to walk. And she
did walk. I mean that happened when she was in her 20s. Now, she passed away in her 60s.
But she had to sometimes she had to remind her brain that her leg could still move. Melanie:
So she used Rosemarie: But the leg stopped and she said, Come on, I can go. Melanie:
So she would be using the HANDLE techniques to do that? Rosemarie: Yeah, yeah. Now, there
has been some one Cathy that I was speaking of earlier had worked with her aunt who was
about 85 and had a massive stroke and she was called to bedside that the woman was not
going to survive and it was one side of her body wasn t moving and she had no voice and
straight away, she started doing HANDLE activities. Well, within a week and we have this on video,
the woman walked out of the hospital. Beryl: Good Lord. Rosemarie: I mean they totally
convinced the medical staff there and they are really looking into what they can do using
HANDLE techniques, which are very simple. They don t take major equipment. I mean crazy
straws don t cost that much. Beryl: And some of it is really quite speedy. Again, referring
to the book that I was reading this afternoon on the HANDLE practice, within a few weeks,
quite dramatic changes can occur. Rosemarie: I ve had I worked with a man who had multiple
sclerosis and had very, very slurred speech and had a very strong Dublin accent to boot
and it was like the combination was that sort of sorry, excuse me? And he s just a lovely
man and he just laughs. But one of the reasons I showed him an activity and this is an activity
called face tapping which is basically tapping on the trigeminal nerve and he was experiencing
pain here and the solution for that was he was supposed to be having an operation to
cut that, to severe that nerve and then obviously, he wouldn t have pain. But I just thought,
whoa, maybe the face tapping will help that. So I showed him the face tapping because again
Beryl, when you were talking earlier about people that maybe wouldn t do the activities,
again, we can do them in front of them because there is something called mental rehearsal
and we use that communically. Beryl: The mirror neurons. Rosemarie: Yeah. What sportsmen and
dancers [0:39:21] [indiscernible] and we know them. We watch children run around. We re
tired but we haven t done anything. Well, our brains have done it. So I did it in front
of him and then I did it for him because he wasn t able to do it for himself. And I could
see his face going and I thought, oh Lord, are you in pain? Are you OK? And he was just
nodding and then he suddenly came out in this crystal clear voice. And I have to say, thankfully,
the colleague with me and she heard it too. Crystal clear voice, he just said, Oh that
feels so much better. I just was like Melanie: Did he notice that he d spoken. Rosemarie:
He didn t. I said, Do you know how clear your voice is? And he just started laughing because
he said, Well, I ve been working with speech therapists for years and they said they can
t do anything for me. And again, it s not that the speech therapists don t know what
they re doing, it s just that the underlying systems and I mean I like to describe it like
a tree with the roots or our house, the foundation of the house. In HANDLE, we re addressing
the foundation. And once you have a strong foundation, you can put up the walls and you
can put the windows in and you can work on that roof which is really where teachers and
speech therapists and various other professionals are working on. But if you don t have a sound
foundation, it s very difficult. And if you do succeed, it s a bit like my daughters who
had difficulties reading. I mean they could not understand why anybody would read a book
for pleasure. I mean what pleasure do you get out of reading book? I mean they both
managed to like by the time we came to HANDLE, they were Kate was doing A levels and Niamh
must have been [0:41:18] [indiscernible] level. So they had done really, really beyond what
they were expected to do already. But it was at a cost. Yeah, they didn t read for pleasure.
Now, we re driving along in the car and the two of them are in back with their books or
now, their iPads or their Kindles. But they re reading constantly. Beryl: That s really
wonderful to hear. And what it s making me think Melanie, is here at Wired for Success,
Rosemarie, we strongly believe that everybody is wired for success. It s just all the other
stuff that messes up our wiring. Exactly. So I love hearing you say that, talk about
the tree and the foundation, at the roots. So clearly, you at HANDLE believe that we
all have those roots, those foundations. Rosemarie: We assume ability. Beryl: Lovely, lovely way
of putting it. Rosemarie: Whatever other perceptions or whatever that label has said like if I
m talking to a baby, I talk to that baby. If I m talking to my 89-year-old woman with
Alzheimer, I talk to her. I do not talk to I talk to the people around of course, but
that s the person. And they soon tell you if they don t understand. It might not be
through language, it will be behavior or if you ve done too much. It s sort of if somebody
gives me a clout or pinches me or something, well, I have to think, OK. Now, what am I
doing? Why have I gotten on your nerve? Why have I upset you? What s going on? Beryl:
So, there s always a way. There s always portal, isn t it? This is what you re saying I think.
There s always a way. You just go on exploring and you have obviously, certain exercises
that work incredibly well. But it sounds like you have, yes, the facility. It sounds like
you re open to any possibility. Rosemarie: Oh, definitely. I mean we have assessment
tools. We can see how somebody s eyes are working. We can see how language where they
are with language or movement or anything. But sometimes and it s not necessarily with
the client that you would expect, you get refusals. They re not going to do that. That
s stupid. That s silly. Why would I Melanie: That s interesting because I was going to
say to you, so for whom does HANDLE not work? Because I know certain, in terms of Wired
for Success, in everything you re saying sort of mirrors the message we re trying to get
out with Wired for Success. You don t have to be challenged developmentally. The only
reason people will not would not for example, I mean there are several reasons why your
wiring won t work but quite often, people are not ready for change or they see it as
being bogus. And I was going to say to you, what are the circumstances where it doesn
t work? Because from what you ve said, it works for everyone. Rosemarie: Yeah. I mean
it won t work for like you say people that do not want to change. And I mean, sometimes
it worked so well that especially with children who have been very docile and do what you
want them to do and I ve have that with my eldest daughter. She was the perfect student.
I mean she was considered not too bright but she was the perfect student. She d do anything
anybody wanted her to do. If I went shopping with her, if I picked out clothes for her,
Oh yes, mom. Thanks mom. That s lovely, mom, whatever. And almost the first time I went
out and she said, Yeah, that s really nice mom but it s not me. s like, wow! I feel great.
But for some people, where their life has been built around this person that almost
does what they want them to do constantly and sometimes that s an indication of where
their stresses are too. Oh, I m not going to do that. Look at their behavior now, teenagers
especially. You suddenly got my youngest son went off after school and I d be ringing and
ringing, he wouldn t answer his phone and eventually he would and it s like, Where are
you? m walking with my friends. And it s like and then he became very monosyllable. Like
uh, uh. I thought, Oh God! I have to bring him back to speech therapist, whatever. And
fortunately, I have two very wise daughters and they said, s a teenager. Well, I hadn
t had one of those before and I was panicking. Equally, when he was younger, when he was
about five or six, he became the terrible two s which was a bit more of a challenge
when you ve got a bigger child wanting to throw themselves on the floor. So it doesn
t work then because people pull away from it. It doesn t also work if people don t do
the activities especially initially. You really need to do them as often, as daily, every
day. Not too much, just the prescribed not the prescribed amount, the suggested amount.
Sometimes that changes. So if you re going to do it now and then not do it again for
six months, well, there may be a little change but it s not really as much as could happen.
If you re not going to address other things like nutrition and hydration, that s going
to have an effect or if you do things too much. The face tapping that I was talking
about is a wonderful activity. I mean it s one that wakes you up really, invigorates
you. I use it I used to get a lot of migraines. Migraines are very nonexistent now. And one
of the things if I m getting even a tension headache, I will do my face tapping. Well,
we had a man that did his face tapping and he came back and nothing much is changing.
Well, what s your favorite activity? Oh, face tapping. And how often do you do that? Oh,
about 12 times a day. But I m getting a lot of headaches recently. Beryl: Too much. Rosemarie:
Too much, too much of a good thing as they say. And because we might be doing an activity
for one reason and very much try to gear it towards what that person wants like especially
like with the individual. Some parents come and they re reading and writing or spouses
come with the unreasonable behavior of the individual or whatever else but that person
might want to play on the play station better or they might want to play football better
or whatever. It s finding what that person wants too. And if you don t find that, well
then, you re going to get refusals too. Like I m not going to do this because why am I
doing it? Beryl: Yeah. Rosemarie: I don t want to read better. I m fine. Because most
people that are under stress don t see it because they are doing great. And the world
is revolving around them too and they don t like to have to look at the other person
s perspective or how it might be difficult for someone else. I know of individuals that
have to they take their parents to watch trains every weekend and they can t see the parent
doesn t want to go watch the trains. Then maybe it would be nice to do something the
parent would want to do. But they can t see that. Beryl: If people want to find out more
about HANDLE and the work of this whole wonderful process, I ve been reading for example, this
book that you gave me, The Fabric of Autism. Would you just like to share a little bit
about the book and where people can get it? Rosemarie: Yeah. The Fabric of Autism is sort
of semi autobiographical about Judith because she shares a lot of her experiences and all
her experiences working with clients but it s also weaving in all the underlying systems
that support all the things we do in human functioning. So really, most of us who have
read the book actually discover ourselves within the book because a person diagnosed
with autism is working from an extreme place of stress and that s how Judith would have
spoken about it as a complete as an extreme stress disorder. Another book that you might
want to read is called The Churkendoose Anthology and that basically is a bunch of stories about
different people, their life stories on how they ve overcome different issues that might
affecting them through HANDLE programs. And both these books are available through Amazon.
Beryl: Interesting title, The Churkendoose. Could you just give us a little quick summary
of that? Rosemarie: The Churkendoose was a story that Judith read when she was a child
and it was an animal that was made up of a chicken, a goose, and a turkey so therefore,
Churkendoose. And this animal was basically ignored by all the others. It wasn t a chicken.
It wasn t a turkey. It wasn t a goose. And ironically walking in the park this morning,
we saw a bunch of geese that actually were trying to get rid of another well, I don t
know whether it was a goose or what it was but it was a different color. And my the comment
with my daughter was like it happens in the animal kingdom too. People that are different,
we sort of ignore them or try to isolate them. Beryl: Yeah. OK. Fascinating, fascinating,
Rosemarie. Do you want to come in with the last question there, Melanie? Melanie: Yeah.
I just wanted to put the final question in because there are those of us who consider
ourselves to be normal, another label, and probably think that they don t need HANDLE.
Can you sort of comment on that? Because I get from what you ve been saying that everybody
could do with a dose of HANDLE. Rosemarie: Yeah. I mean again, because it is, it is just
natural human development, that s really what we re talking about. And none of us are perfect.
I mean I came to HANDLE to find things to help my children and I was the only one in
the family without a label. Even my husband had a dyslexia label. And I mean one thing
that happened because part of our training is we have our own HANDLE programs and that
s really partially to help us understand the people we re working with but equally to understand
ourselves. And one of the results of my HANDLE program is my parking was much better than
it was beforehand. I put a lot less effort into parking than I used to. I used to go
in and out and in and out as most people do and that s considered normal. But now, most
of the time, I can just pull in. Equally, my writing Melanie: So you re saying I was
only going to say, so you re saying that this was a special problem that got corrected?
Rosemarie: Yeah, yeah. I mean my proprioceptive awareness became which is my body in space
as I became more aware of my body, my extended body being the car. I understood that better
too without s not a cognitive thing. It s actually s just a response. I m doing it and
my body is aware of it because the more we have to think about things, the less efficient
we become because actually thinking is not the most efficient way of doing things because
if we did have to think about things like walking and talking, we d really be in trouble.
Beryl: You re going to make something about your handwriting there. Rosemarie: Yeah, my
handwriting. I do have a bugbear in life when I can t read handwriting especially when it
s emails, email addresses. But one of the things I had been doing for quite a few years
was printing. And I thought, oh, I m doing that because of my handwriting thing. But
actually, while I was doing that, I was under a lot of stress and it was only when I was
going to do my advance course in HANDLE and after having a late night and driving a long
distance, I sat down, started taking notes on the class and looked down and saw this
really lovely, efficient joined writing that I was doing. Not only doing it I didn t have
it was unlined paper which I was never able to write on except going up and down. I was
going straight across. Beryl: Fantastic. Rosemarie: So it was like just another thing that you
don t realize, you don t realize the effort you re putting into doing things until it
s not there anymore. Melanie: So I m guessing that from the descriptions you re giving that
this must be quite useful in ironing out relationship issues and maybe even in the boardroom. Rosemarie:
Definitely. I mean my husband will vouch for that. I mean he is much less stressed. He
can be and was historically quite an explosive individual where now, he can understand people
better too. And he s a much better manager. I mean he s very much a people s manager now
and understands the stresses people are coming going under. And the crazy straw actually
is in the office with him and quite a few of his colleagues have started using crazy
straws. Melanie: Oh wow! It s catching. Beryl: Fantastic. So just Melanie: So Rosemarie go
on. Beryl: I was just going to say, just to sum up and thank you. I m very aware that
your clock is ticking here. Where can people find you, Rosemarie to find out more and get
in touch with you to help them? Rosemarie: If you re on Facebook, I ve got a Facebook
page and that s Rosemarie Mason, Certified HANDLE Practitioner and Instructor or you
can go to my website which is www.outsidethinking.org or I believe I ll be on your website as well.
Beryl: Yes, you can contact people can contact through us. Yes. Melanie: Yes. And the link
will be HYPERLINK "http://wiredforsuccess.tv/blog/the-joys-of-being-just-you." http://wiredforsuccess.tv/blog/the-joys-of-being-just-you.
Excellent. So Rosemarie, thank you so much for taking part in this episode. We have certainly
enjoyed this conversation and we are sure our viewers will as well. But before we sign
off guys, just want to remind you that we love hearing from you so please comment on
this episode. And Rosemarie has agreed to be available from time to time to reply to
your questions. If you re watching this on any kind of social media, then please feel
free to share it with all of your friends. We re Wired for Success TV at Facebook and
on Twitter. HYPERLINK "https://www.facebook.com/WiredForSuccesstv" https://www.facebook.com/WiredForSuccesstv
HYPERLINK "https://twitter.com/WiredSuccessTV" https://twitter.com/WiredSuccessTV Lastly,
wherever you re listening to this episode from, if you haven t done so already, please
just shoot over to our main site HYPERLINK "http://www.wiredforsuccess.tv" http://www.wiredforsuccess.tv
and join our newsletter for updates and content by adding your name and email. If you head
over there, there will be a transcript of this episode too. We reply to all comments
and suggestions and we would love to hear from you. So thank you for tuning in. Remember
to tune in for the next episode of Wired for Success where we help you to master the seven
areas of life. So from me Beryl and my co-host Melanie and from our interviewee Rosemarie
we bid you farewell and next time. So, if you would like to say good-bye. Copyright:
Wired For Success TV 2013 All rights reserved. No part of this transcript may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, scanning, or otherwise, unless full credit is given to wired for success
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