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Book of Vladimir Antonov "Ecopsychology"

Home > Books > Ecopsychology > Basic Principles of Teaching
Psychic Self-Regulation to Children and Adolescents
(lecture)

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Contents

About the Book

Ecology of Human Being in Multidimensional Space

Ecology and Ecopsychology

What Is Man

Multidimensionality of Space

God

God — and Us

The Meaning of Human Life

Destiny and Its Correction

Love, Wisdom, and Power

What Is Love

Love for People

Love for Nature

God Is Love

“Every Instance of Leaving the State of Love…”

Self-Centeredness versus God-Centeredness

Love for God

Sexual Aspect of Love

Upbringing Children

Nutrition Recommendations

Clothing

Night Sleep

Medicine, Health, and Destiny

Work in the Material World

Spiritual Service

True and False Attachments

Teachings of God versus Sectarianism

Eternal Law — Sanatana Dharma

Comments on the Patanjali’s Scheme

Yama and Niyama

Asana

Pranayama

Pratyahara

Dharana

Dhyana

Samadhi

Chakras and Meridians

Meditative Trainings

Places of Power

Babaji’s Formula

Truth

Simplicity

Love

Karma Yoga (Selfless Service)

Abandonment of the Lower Self for the Sake of Merging with the Higher Self

Completion of the Path

Practice of the Straight Path

Preliminary Methods

Initial Methods

Ethic Self-Correction

Impressions as “Food” for the Soul

Initial Control of Emotions

About Compassion

Self-Discipline and Energy

Hatha Yoga

Visualization

Basic Methods

Cross of Buddha

Warm-Up

Relaxation Asanas

Pranayamas

Psycho-Physical Exercises

Shavasana

Latihan. Baptism in the Holy Spirit

Cleansing of the Chakras. Opening of the Spiritual Heart

Exits from the Body

Development of the Chakras. Dantians

Work with Meridians. Sushumna, Chitrini, Zhen-Mo, the Microcosmic Orbit, and the Middle Meridian

The Cocoon

Bubbles of Perception

Development of Power in Subtlety (Correct Crystallization of Consciousness)

Winter Swimming

Meditative Running

Higher Methods

Pranava. “Birth” and “Maturing” in the Holy Spirit

About Self-Healing

Total Reciprocity (Nirodhi)

Baptism in the Divine Fire

The Root

“Raising” of Kundalini

Entering the Abode of the Creator

The Meaning of Our Lives (lecture)

About “The Tree of Knowledge of Good and Evil” (lecture)

Stages of the Spiritual Path (lecture)

How Can We Fall in Love With God? (lecture)

Practice of the Modern Hesychasm (lecture)

Sun of God or How to Become the Ocean of Pure Love (lecture)

How One Should Understand the Word God (lecture)

Religion — and Religious Movements and Schools (lecture)

Narrow Path to the Highest Goal (lecture)

Atman and Kundalini (lecture)

Serving God (lecture)

Art and Spiritual Development (lecture)

Basic Principles of Teaching Psychic Self-Regulation to Children and Adolescents (lecture)

Art of Being Happy (forest lecture for film)

Sattva of Mists (forest lecture for film)

Sattva of Spring (introduction to film)

Keys to the Secrets of Life. Achievement of Immortality (forest lecture for film)

General Conclusion

1. About the History of Religion

2. How the Word God Is to Be Understood

3. What Is Man

4. Methodological Principles of Spiritual Self-Development

5. Structure of the Human Organism and Structure of the Absolute

6. What Religious Associations Should Do

Bibliography

Scheme for Studying the Structure of the Absolute

Basic Principles of Teaching Psychic Self-Regulation to Children and Adolescents (lecture)

Basic Principles of Teaching
Psychic Self-Regulation to Children and Adolescents
(lecture)

Our experience accumulated in various forms of teaching psychic self-regulation to children and teenagers allows formulating the following recommendations:

1. Dedicated ethical work, which every instructor must do on the background of teaching psychic self-regulation, must lay the foundation of morality in students.

2. Groups of students can be formed either of children only or can include adults as well. In the latter case, the program is created for children, but parents willingly participate in such classes. One of the advantages of the second option is that it creates common interests in such families and helps to overcome separation between the parents and children.

3. One should not teach children and adolescents the exercises of work with the chakras and meridians (some basic exercises with anahata can be an exception) if there are no special medical indications for this. The reason for this is that these exercises are not compatible with alcohol consumption during or after the course. One cannot be sure that children and teenagers will observe this rule in the future.

4. The emphasis in this work has to be put not on achievement of high results, but mainly on broadening the students’ horizons, on informing the students — in order to help them to choose their way of life when they grow up. Enrich the classes with esthetics and sports. One can supplement them with choreography, music, photography, paintings, tourism, ecology, literature, philosophy — depending on the competence of the instructor.

One can also enrich the classes of different profiles with the elements of psychic self-regulation.

5. One should not teach shavasana to children younger than 12 years old, because some children have difficulties coming out of deep relaxation. (Exceptions from this rule are allowed only in case of medical indications. Such sessions must be conducted by a certified physician.)

6. There can be exercises of work with the chakras and meridians used by trained physicians to treat neurological and psychiatric disorders in children. It is especially effective for correcting social disorders.

7. Most easily children and teenagers master exercises with mental images. Mastering the concentration is usually more difficult for them. However, training them in concentration is especially important for their progress in the school. Very helpful in this respect is to exclude “killed” food (that is prepared of bodies of killed animals) from children’s diet, and at the same time to increase the amounts of proteins found in milk and eggs. The same recommendation is useful in every respect for all people without exception.

8. An interesting positive effect can be achieved if children are present (but do not participate on equal rights) on out-of-town classes of groups where their parents study. If there is no obtrusive attitude towards them, children turn on the important mechanism of training — imitation. They learn a careful attitude towards nature, as well as towards any manifestation of life; they master skills of life in a tent, building a fire and preparation of food on it, learn discipline (waking up early in the morning, morning exercises, morning bathing, etc.), learn to see the beauty of nature and attune to it, easily master exercises for tempering the body, for example, they insist on participation in winter swimming together with adults.

Regarding the practice of winter swimming for children, let me note the following: this method helps to increase the range of temperatures comfortable for the body for the whole life; it “tempers” the body. Yet it must be used under the following conditions:

1. Fully voluntary attitude of the child, with no persuasion from adults: the children themselves know best when they are ready for it;

2. Favorable emotional state of all present adults;

3. Making no attempts to treat with winter swimming (as well as with showers of cold water) children who are weakened by prolonged illnesses.

Winter swimming as a medical procedure is effective for treatment of some local disease processes in those children who are in general full of health. The healing mechanism in this case is bioenergetic stress in response to “cold impact”. But in the body weakened by a prolonged illness there is no that potential of energy which can turn on the needed energy process.

In such cases, the opposite is effective — for example, hot bathes, saunas [64].

 
 

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