By Judith E. Lipson, M.A., LPC

Neurodiversity is on the rise and Einstein is quoted as saying: “We cannot solve our problems with the same thinking we used when we created them”. I hope that this increase in numbers will help bring about the changes that I see needed in so many of our systems.

This article will focus on individuals on the autism spectrum, probably the most recognized neurodiverse group, who hold many promising traits to help our society move forward toward peace. Here is what I tend to see that makes me hopeful:

• When describing the right brain, Jill Bolte Taylor explained that it does not distinguish between self and other. So too are those on the spectrum likely to recognize the energy shared between self and others. Many parents describe their children as having the ability to know things about other peoples’ bodies or health. Even non-verbal kids may walk over to complete strangers and point to, or touch, a certain body part that is known to be (then or in the future as) pregnant, painful, or diseased.
• They have a tendency to express themselves authentically, with integrity and honesty, as opposed to using judgement. (Mommy that man is fat is an observational statement and not meant to carry judgement.)
• They most often have a well-developed ability to see the word visually, which provides a different vantage point for understanding and finding solutions.
• They have an ability to look at patterns, without boredom or tedium, to isolate accuracies and inaccuracies.

I know that there are other strengths in the autism community, and I hope that you will share them with me to then share with others.

There’s a famous (and very true) saying that “if you meet one person with autism, you have met ONE person with autism”. It reminds us that while there are many similarities that lead to diagnosis, or recognition, every individual is unique. This is why autism is recognized as a spectrum disorder.

Many individuals still think of autistics as non-verbal children or adults who rock and flap their hands. While these folks are still a part of the autistic community, there is a significant number of higher-functioning autistics. These individuals used to be identified with the diagnosis of Asperger’s Syndrome, but that terminology is no longer recognized and was merged into the general ASD (autism spectrum disorder) diagnosis in the DSM-5 ten years ago. Since this is a spectrum disorder, there are many individuals who fall within and in-between.

Most of the students that I worked with as an educator, and the clients that I work with now (pre-school through adulthood), are on the higher-functioning end of the spectrum. In addition to the standard developmental and personal topics that come with being human, my focus with them tends to be independent living skills, socialization, and work or school successes.

Society and our systems have failed to provide sufficient and adequate resources to give these higher-functioning individuals in the autism community the chances and the resources to be their best, most successful selves. This ultimately puts a drain on our financial resources as well as limiting our society’s growth potential. (Remember Einstein?)

And what about the more profoundly impacted members of the autism community? Once they age out of the educational community (20-21 in most states, 26 in Michigan) there just aren’t enough resources to care for them. As a result, many parents, especially those of the more profoundly impaired, never “retire” from their job of active parenting. What happens when they are too old to properly care for these adult children with their many needs? I recently watched a documentary called Beyond, which highlighted the difficulties that parents of non-verbal, dysregulated, adult children experience. It highlights the need for residential communities that are designed to recognize, understand, and properly address the sensory, communication, medical, and emotional needs of adults who are unable to live independently. These parents need emotional, financial, respite, medical/dental, and care-giving assistance.

Autism awareness and acceptance moves us to take care of each member of our community: the child, the student, the worker, the adult, and their family members.

And what of Einstein (who is believed to be on the autism spectrum)? When I meet with my neuro-diverse clients, I find that they desire a world of acceptance where all people display integrity and honesty and where there is deep caring for each other. It may not always sound or look like it to those of us who are neuro-typical (NT), but that is because most NTs only know how to see the world through their own limiting, fearful, and judgmental filters. This is why I write, speak, and do my work. My goal is to expand NTs’ understanding to better recognize everyone’s needs as well as their gifts.

It’s time for a new way. I invite you to get to know the autism community even if there is no one that you can get to know personally. (By the way, it is VERY likely that you already know someone, but don’t realize that they are on the spectrum!) Fortunately, there are other ways. Try:

• The Curious Incident of the Dog in the Night-Time by Mark Haddon (fiction, but I found it very realistic, and parents and professionals have loved it)
• Born on a Blue Day: Inside the Extraordinary Mind of an Autistic Savant by Daniel Tammet
• The Reason I Jump: The Inner Voice of a Thirteen Year Old Boy with Autism by non-verbal author Naoki Higashida
• Blogs or books by Rudy Simone and many other autistic writers
• com (“take it from us, we’ve lived it”)
• Temple Grandin’s My Life in Pictures (book or movie)
• Ron Suskind’s Life Animated: A Story of Sidekicks, Heroes, and Autism (book or movie)
• The Spark: A Mother’s Story of Nurturing, Genius, and Autism by Kristine Barnett
• Look Me in the Eye: My Life with Asperger’s by John Elder Robison

Now that you know a little more, consider asking yourself the following questions:

• What else do I need to know?
• How can I help?
• Is there a system that I can help to create, or to support financially or in another manner to facilitate better access for:
  • career/jobs access
  • affordable living accommodations
  • skill building
  • family support
  • respite care
  • educational support (K-12 and into adulthood)
  • appropriate dental and medical care that recognizes the special challenges of treating individuals with highly reactive sensory systems (think tastes, textures, lighting, medical instruments, difficulties with transitions, language barriers, etc.)

It is incumbent on each of us to change the experience for us all. This article has focused on our opportunity to get to know those on the autism spectrum so that they and their families can have an easier experience and be able to live independently when possible. My hope is that someday the qualities that lead to an autism diagnosis will be talked about in terms of strengths and challenges (we all have them!), and that we will interact with this community with understanding, strategies, supports, accommodations, and appropriate placements for the success of every individual.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.JudyLipson.com for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

All of us are energy, we are surrounded by energy, and we interact with it all as we attune to the energy within and outside ourselves. Some individuals are more aware of this attunement. I call these individuals, myself included, Sensitives. We are highly attuned to the five senses as well as energy, intuition and empathy. Others refer to us as Neuro-Sensitives or Neuro-Diverse. Some of these Sensitives are diagnosed with autism. In a recent course with Awesomism founder Suzy Miller I learned some new aspects for consideration.

Are you familiar with the book The Hidden Messages in Water by Masaru Emoto? In his fascinating study he placed water in a number of bottles and labeled them with words like love, war, peace, anger, etc. When he later looked at the water under a microscope he found that water that had been exposed to loving words showed brilliant, complex, and colorful snowflake patterns, while water exposed to negative words formed incomplete, asymmetrical patterns with dull colors. As a result of his study and the visual images, we can better understand how words affect energy, and thus ourselves and each other.

When you realize that everything is energy, it opens up interesting options for you to address certain issues. For instance, let’s imagine that you are a teacher and you are having difficulty with some of your students. Try this exercise: Create a paper doll cutout. Then select the child that you have the most difficulty with. On one side of the paper doll, write out all of the words that describe how you wish this kid would be. Put it on your refrigerator and read that wish list every day. You will likely notice that the child changes. But what has actually changed? Was it your energy changing when you encountered that child because you have filled yourself with these more positive thoughts? Or was it the child who felt the energetic shift through the ethers? I don’t think it matters. Give it a try.

Here’s a different application of the understanding of energy. It is said that neuro-diverse individuals may be able to alter and change things that come into their fields. As a result, they can modify themselves and/or the things that enter their fields. When they access something (like a supplement) they might take as much information from the item as quickly as they can, and then they no longer need it. This might explain why some individuals’ supplements and protocols are in a frequent and constant need for change.

Neuro-sensitives’ fields are more fluid/porous and they can live in multiple realities simultaneously (more on multi-dimensions in October). They perceive time differently and are not likely to see it in the linear manner that our society defines it. Many parents and teachers describe ADHD kids as seemingly unable to follow time requests. I’ve always felt that it is not about their unwillingness. They perceive time differently. We can begin to follow them into their “no time” experience by “feeling” our own experiences and being in the present. It is here that we can feel the presence of All That Is. If you need to encourage them to live in linear time, hold the sensory steps in your mind and visualize the possibility as you experience the situation in linear time. Be careful not to visualize their past actions of not being in time, because then they will be more likely to replicate the behavior that you don’t desire. Feel it how you want to see/feel it.

Neuro-diverse individuals have the ability to mirror or reflect back the various messages that they are receiving whether they or we are aware. Equestrians know that the emotional message that they transmit to their horses is reflected back with their horse’s behavior. Do you own a pet? You can use your pet, particularly a dog, to measure your own feelings. Ready to practice? Watch how your excited behaviors and words make your dog quite excitable? Want the dog to calm down? Intentionally calm your feelings and your body and the dog will calm as well. You can use your pet to provide you with feedback about the moods and messages that you are sending about them, or that you are feeling within yourself. This is especially useful when you live or work with neuro-diverse individuals.

I hope you are enjoying learning more about your autistic, sensitive, or otherwise-named neuro-diverse individual.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

Maslow’s Hierarchy of Needs has always fascinated me. The premise is that you must have your Physiological needs (food, water, breath, sleep), and your safety needs (employment, health, prosperity) met before you have the ability to adequately experience Love/belonging (friendship, family). Once these three aspects of the hierarchy have been attained you can reach Esteem (confidence, achievement, respect of and by others, self-esteem), and ultimately Self-actualization (morality, creativity, spontaneity, life’s meaning). Maslow believes everyone seeks self-actualization though it may not always be achieved.

Educators recognize that basic needs must be met for effective education to take place, and that the brain’s mechanism for protection (the amygdala) decreases learning in a hungry, worried or frightened child. To approach this problem systemically many districts are now creating trauma-informed schools, which provide a layered approach for safety and healing. (TraumaAwareSchools.org) These trauma-informed schools are appropriate for all socio-economic areas and also support neuro-sensitives who deal with the continuous “little t” traumas of sensory overload.

Chakras

The seven major chakras:

1^st – the Root chakra is at the base of your torso. It is your connection to your tribe and relates to security, abandonment by the group, and physical survival.

2^nd – the Sacral or abdominal chakra relates to your relationships with family and others, and financial security.

3^rd – the Solar plexus chakra is just above the navel. This chakra deals with your relationship with yourself: personal power, honoring the self, etc.

4^th – the Heart chakra is in the center of your chest. It is your connection to love – for self and others.

5^th – the Throat chakra is in the front of your neck and deals with your ability to speak your truth. It also relates to will. (Do you yield your power too willingly to others? Do you adequately support your own needs? Do you exert your power too strongly?)

6^th – the Third Eye chakra is located between and just above your eyes in the center of your forehead. This chakra is identified as your connection to intuition and introspection.

7^th – the Crown chakra is located at the top of your head and connects you to that which you call the Divine.

If you are interested in learning more about chakras, there are numerous books and websites.

Chakras and Maslow’s Hierarchy

As a student of metaphysics I began to see how understanding chakras could better explain neuro-sensitives, and that when the chakras are lined up to correspond with Maslow’s hierarchy of needs we see that:

Self-Actualization = Heart chakra (4^th) thru Crown chakra (7^th)

Esteem = Solar Plexus (3^rd)

Belonging = Sacral (2^nd)

Physiological & Safety = Root (1^st)

From a chakra perspective neuro-typicals begin more grounded in their bodies. They seem to more easily inhabit their 1^st through 3^rd chakras and then develop upwards through the chakras developing their compassion for others and their intuition. As preschoolers they are often seen moving about their environment with ease. They live in their bodies. As teens or adults they seek to experience being out-of-body, often through meditation, as they long for the Oneness that they can feel while in that state.

Neuro-sensitives seem to live primarily from the upper chakras. Their relationship with others is empathic (4^th) and often telepathic (6^th). They are more able to experience and live in Oneness (7^th). They are less likely to see the separateness that many neuro-typicals see in the ‘other’. As a result neuro-sensitives rarely sit in judgment of another. In fact, this honesty (5^th) often gets them in trouble with others. They see a trait, and they speak it, without judgment. (“Mommy, that man is fat”, is not a judgment. It is a statement of observation.) This creates difficulties in effectively connecting with others (2^nd). They also have a more complex association with their body (1^st) since it often has soft muscle tone, depth-perception challenges, and a clear recognition of others’ energy patterns and emotions without realizing that they are not their own.

A succinct chakra description of a neuro-sensitive’s experience is that they have dense, uncomfortable lower chakras because:

• The Root is not grounded.
• The Sacral doesn’t distinguish self from others; they absorb others’ energies; they are often a mirror of others; they attempt to regulate others’ emotions; and have poor energy boundaries.
• The Solar Plexus can’t digest life issues (gut), and may have a weak sense of personal identity.
• This results in an amazing sense of love (Heart), and connectedness to all of humanity (Heart, Third Eye and Crown), but less connection to the physical body and a decreased access to being grounded.

For me it begs the metaphysical question: Are there a larger number of neuro-sensitives who tend toward oneness, compassion, empathy, and energy awareness, to off-set the vast numbers of individuals who still see the world in terms of separateness (me vs. other)? And is it any wonder that neuro-sensitives struggle to adapt to our educational, communication and employment systems?

You can help them to have an easier time:

• Understand and accept them
• Help them better integrate with their physical body (i.e. Sensory motor integration)
• Though there are meltdowns, anger, frustration, anxiety and discomfort, the body is not the enemy
• Minimize sensory input and overload
• Teach them how they are separate from others
• Allow processing and response time
• Appropriate nutrition (they may not digest and metabolize everything)
• Teach grounding, relaxation and energy modulation
• Learning strategies
• Social skills
• Explicit instruction

Focus on neuro-sensitives’ inherent gifts instead of on their challenges. Find ways to minimize their difficulties to ease their experiences. Reframe their world so that they too can experience the incredible gifts that they bring.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

Last month’s article, Neuro-Sensitives and Sensory Overload, focused on how parents and professionals can reduce the sensory burden that neuro-sensitive children and adults experience every day of every week during various activities in their lives: medical, social, entertainment, school, shopping, etc.

As a continuation of that information, this month’s article will focus on the resulting behaviors that occur when the Sensitive, or their parent/professional, cannot adequately reduce the overwhelming level of sensory input. Certainly different individuals have different tolerances, but sensitives and empaths who understand this phenomenon, and can communicate it, have all described their meltdowns, or of recognizing its approach.

For non-Sensitives, even those who conceptually understand empathy, it may be hard to understand that someone can experience this extent of sensory sensitivity. As a result, since many parents and professionals can’t see it coming, they don’t know how to recognize these sensory meltdowns. In fact, frequently it is assumed that the individual is having a temper tantrum. However, tantrums and meltdowns are triggered by different things and require different responses.

THE DIFFERENCE BETWEEN TANTRUMS AND MELTDOWNS

STEP ONE: UNDERSTAND SENSORY OVERLOAD

Sensitive children are hyper-aware of their surroundings. To better understand their experience, think about the input that they receive from all five senses, and realize that they have minimal ability to decrease or minimize it. Additionally, they are often intuitive, and as empaths they are highly aware of others’ emotions to the point that they feel these emotions in their own bodies.

Unfortunately most empaths don’t realize this is occurring. They either assume they are feeling an intensification of their own emotions, or they just react. Empaths who understand what’s occurring describe their experiences as more than empathy. (Empathy is described as, “I can imagine how it must be for you.”)

Here are some statements that empaths have told me to describe being an empath:

• I’m in a room with others and I feel their feelings.
• My anxiety (or worry, sadness, anger) becomes so intense that I need to leave the room.
• When I look in their eyes I feel like I see their soul.
• I’m exhausted whenever I am with others, especially in groups.
• When I look in their eyes, I know everything there is to know about them, and I feel it in my own body.
• I feel like it’s my job to take away their problems or ‘hurts’.
• Being an empath helps me do my work because I know things that my client, student or patient has not verbalized.
• Being an empath helps me because my child cannot verbalize what s/he needs, but I somehow know, and now I can explain it to others.

STEP TWO: MELTDOWN – THE PHYSICAL EFFECT

When sensitives or empaths don’t understand what is happening, and haven’t yet learned sufficient skills for modulating their experiences it is quite overwhelming. Remember that their sensory bombardment is continual and for the most part unrelenting.

Meltdowns are a sensory response occurring at a physiologic (physical body) level and occur when the body is overwhelmed by multiple stimuli and cannot cope with one more entry.

STEP THREE: WHY IT LOOKS LIKE A TANTRUM

What makes it especially confusing is when there are verbal overlays that sound like what our society has taught us are tantrums. For instance, the Sensitive child who is screaming for one more candy, or 5 minutes more time, is doing so because that issue became the one experience that they can identify or recognize (as opposed to a myriad of unrecognized sensory experiences), and they are hoping to control this one thing because they know subconsciously that they just can’t handle one … more … thing.

This is such an important part of understanding meltdowns, because meltdowns are NOT tantrums. Tantrums are willful and potentially tactical.

To recognize meltdowns, and not assume tantrum, it is important to learn about your individual’s sensory experiences. Think about how they usually respond in various environments: sounds, lights, activity, smells, tolerance of clothing and other tactile experiences, and even human touch. And remember that to the amygdala, that part of the brain that evaluates every type of sensory input to keep us safe, one’s emotions – our own and those of others – are also evaluated to assess potential threats.

STEP FOUR: WHAT TO DO WITH A MELTDOWN

The best advice is prevention. As you become more adept at being the detective of your individual’s sensory experiences, you will become better able to reduce their overload experience and thus the subsequent meltdowns. When that is not sufficient or possible, realize that the meltdown is the body releasing energy and tension and has to run its course. Provide a safe and supportive environment for your individual.

For generations our society has taught that children should listen and follow directions and that any counter-response should be met with consequences or discipline. Looking at things differently allows us to realize that meltdowns are a Sensitive’s unconscious and unplanned way of responding to a physiologic need to reduce their physical tension.

STEP FIVE: THE AFTERMATH

Apologies are heartfelt and real. Since this is a physiologic response, there’s no need for punishment. Be careful if you try processing what has occurred. Many Sensitives are unable to recognize the buildup in their systems and can re-trigger easily and quickly.

Professionals, families and neuro-sensitives are striving to find ways to reduce sensory receptiveness and increase sensory tolerance. Diets, education, cognitive behavioral therapy, energy work, craniosacral therapy, prismatic lenses and noise-reducing headphones are just a few of the things that are being tried. I hope to bring more information about options and successes in the future.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

Do you have a child (of any age) who is not like you?

I have worked with a number of families. Sometimes the client is the parent while other times the client is the child, or an adult child. Regardless, our conversations are often about scenarios that show how the child is wired differently from the parent; yet frequently neither really understands this. Here are the main topics that come up.

SOCIAL

I see a number of individuals who avoid social scenarios. They may only have a few friends, and may even avoid time with their family. This can be very disconcerting for a parent, and this is what I often hear:

“My child seems lonely, and I don’t want him/her to grow up alone.”

“Why is his/her school/college experience so drab? Why can’t s/he enjoy it? Why doesn’t my child go to school games and parties? College, tailgating, and parties were an amazing experience for me, and s/he is not participating!”

“Friends are important, and my child is missing out on social opportunities and experiences!”

If your child is a Sensitive (neuro-diverse) and experiences sensory overload, s/he will want more alone time and may seem more anxious, moody, or intolerant of others and their environment. It’s also possible that s/he misunderstands social scenarios and communication.

This child is not wired like you and does not receive the same pleasures in social company as you. As a matter of fact, I hear these individuals describe social activities as anything but fun. Let’s remember that they are very sensitive to the energies, the sounds, and the people in their environments. In addition to the sensory challenges they usually don’t have the social skill set that you (a neuro-typical) do, and they find every social or communication encounter as a potential landmine: “What do I say/do in this situation? Will it be right? Will they approve? Will they make fun of me (again)?”

Teaching these individuals the nuances of conversation, and developing their confidence and self-worth will significantly help, but they are still not wired like you. As a result, they will likely prefer more isolated experiences than you do. This does not mean it’s bad. They’re just different.

ACADEMICS/CAREERS

Parents hope and expect that their children will grow up to have amazing and prominent careers. Many families expect their children to go to college and study finance, business, law, medicine, etc. Graduate school is often an expectation. Yet, the academic experience of these different kids may not provide them successful college (or K-12) experiences.

For your student, school may be boring or confusing, or both. Educators have known for decades that children learn best via different preferred methods. Your child may learn best visually (books and worksheets), by listening (lecture/discussion), or kinesthetically (movement and hands-on). Some prefer to learn in groups, while others (see the social issues above) learn best when they work alone. Unfortunately, our schools don’t fully allow for these differences. In order to successfully navigate the school years your child probably requires a lot of your help.

College can be a more positive experience for your different child. Encourage the selection of classes that are enjoyable and interesting that are offered at times that match their sleep/wake rhythms: this may be one class per day, avoiding morning classes, etc. S/he may need to live at home initially to continue to benefit from your supports or might do best in a single dorm or even an apartment.

College students are often expected to take a very large credit load to be considered full time. Your child may only be able to handle 1-3 courses. The needs of each child are unique. Regardless, your child may still require your guidance for executive functioning skills (organization, lists, time management, etc), which you have been providing since it is not their strength.

This child may be incredibly wise and academically brilliant, but not be best suited for the career choices that you dream of for your child. I recently had a college student explain that the traditional liberal arts classes became boring much too quickly and this student failed to find the purpose in attending and learning. This same student realized that a course like Computer Design (CAD) provides more immediate feedback of progress and accomplishment, and with this information has renewed interest in pursuing a college education and degree.

If you were the parent of this student would you be able to release your own dream for this child’s career? What if the child’s preferred interest was something like culinary? If you find yourself living your own dreams vicariously through your child, you are cheating both of you of a full life experience.

HELPING YOU FIND PEACE WITH IT ALL

HAVE APPROPRIATE EXPECTATIONS – What does your child need to develop to his or her fullest potential? This might not be what you needed as a child, teen or young adult; and it may not be what your child’s siblings or other family members need(ed).

ACCEPTANCE – When you have complete acceptance of your child, as they really are, then you can better provide them with what they need. (Please note that most neuro-diverse kids have a built-in radar detector for being judged and will be more apt to reach their potential when you can truly accept them for who they are.)

BOUNDARIES – Just because you fully accept your child as s/he is doesn’t mean that there are no rules or expectations. Make sure that your rules are appropriate for your child’s age and developmental level, and recognize the difference between willful disregard and sensory overload. The latter might draw your child into acting-out behaviors or withdrawal, but your child is being self-protective rather than being manipulative. Then follow up with….

CONSISTENCY – Sometimes it’s appropriate to be flexible, but also remember that your child may require or appreciate knowing what to expect. Without being rigid about your rules, be sure that you follow through. All children appreciate knowing the expectations and the possible consequences. Don’t threaten a consequence that you can’t, or shouldn’t, follow.

Hopefully this guide to understanding and accepting your different child provided insights. I welcome hearing about your own experiences.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.