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

What is a mission? Interestingly, the Oxford Dictionary offers a variety of definitions. The first is an important assignment carried out for political, religious, or commercial purposes. This is not my preferred definition. On the surface it doesn’t sound problematic, but I prefer the third definition of mission: a strongly felt aim, ambition, or calling.

Over the years I have had an opportunity to speak to many adults. Many are sensing something significant that they are pursuing, and a desire to follow this important path that they are feeling. They have suspected its existence since they were young. The children and teens that I speak to also talk of their mission for this lifetime. What is especially extraordinary is that they have sensed this need from a young age, younger than most of the adults who have expressed it.

I have been writing recently about the kids of the future – those who are paradoxically here today. Have you seen these children on the news? These are compassionate and passionate children with a deep desire to create change, who seem to feel obligated to do just that. (For more information read Hippies, Indigos, Crystal Children, and Beyond).

Have you had conversations with these kids? Have you really listened to them? I recently had a conversation with a young woman who is involved in very important work to change systems. She feels that this work is not just her job, and it is more than a vocation. Her commitment is so strong that her whole being shows up for every conversation, every presentation, and every action. She is an example of our youth who take on missions of grand importance

She and I began to explore together what separates her and her passionate work from that of some others. First she recognized that this is her soul-mission work. As we talked further, we recognized that integrity is the key ingredient. Integrity is defined as the quality of being honest and having strong moral principles. I (we) believe that it is the merging of integrity with the mission that makes the work so powerful, so soul-filled.

Everyone has goals in life, work that they do, a sense of a purpose in life. I encourage you to look at your mission and work, as well as the missions/work of those whom you admire. Is it a soul-driven mission? Here are some characteristics, which can be viewed as scaffolding, to help you identify integrity within mission.

THE INTEGRITY OF YOUR MISSION

INTEGRITY OF SELF: Who are you when you do this work? Are you being authentic? Do you bring your whole self to the mission, to the goal, to the assignment? Do you give it all you have while still establishing proper boundaries with others?

INTEGRITY OF MORALS: Take a self-inventory: What are your values, beliefs, and morals? Do you align each aspect of your work with these values and beliefs? Do you make sure that your actions align with your moral compass?

INTEGRITY OF ALLIANCES: Look at the people who require your interactions. How is their integrity? If you believe that they lack integrity it doesn’t mean that you must stop working with them. When possible include people with comparable values on your own team. When you must interact with those with less integrity, note the following: Do you maintain your own moral principles while interacting with these individuals? Or do you feel that the ends justify the means and it’s okay to use the occasional person in order to achieve the mission? Remember the importance of not losing yourself, or your Self.

INTEGRITY OF APPRECIATION / GRATITUDE: Do you demonstrate your gratefulness to each of the people who helps you to achieve your mission regardless of how large or small a part they play? This might be as formal as a thank you card, or as simple as a genuine smile.

INTEGRITY OF MISSION: Perseverance and humility are important characteristics. Look at your involvement with the end goal. It is acceptable for you to receive a benefit from your work, and it’s fine that you enjoy the work that you provide. But it’s important to gauge, “Is it all about me?” or “Is this for the greater good?”

Until the evaluation and the behavior become second nature you might find it beneficial to review your scaffold at the end of each day and at the completion of each task to assess whether you have stayed true to your Self, your integrity, and ultimately your mission.

WHEN YOUR MISSION IS NOT YOUR WORK

Mission is most frequently assumed to be the work that you do. For some of you, your mission is your vocation. For others it is your relationship with the world around you. As example, your mission might be healer. A healer’s vocation could be involvement in animal, plant or human medicine; conventional or integrative; healing the mind, the body or the soul. As a healer you may get paid for your work as a physician, massage therapist, clinical therapist, veterinarian, in an animal sanctuary, etc. When your mission is not your vocation, but your mission is still healer, you may be an accountant, or a store clerk, or not working at all. You could even be homeless and struggling for resources. But each interaction that you have with another living being is filled with light and love, and the individual that you have just been with walks away feeling uplifted.

TAKING IT DEEPER

WALK THROUGH LIFE WITH AN OPEN HEART: Think about those times (not necessarily work related) when everything has felt in alignment. One of the hallmarks of this moment was that your heart was fully open and you were fully engaged with All That Is. Not sure when this occurs? Think about the times when you have been in nature, observing a fabulous sunset, or loving your child or pet. This moment is what it feels like when you are connected with your soul. For some of you this process is less about connecting with others, and more about opening to yourself.

ALIGN YOUR OUTER LIFE WITH YOUR AUTHENTIC SELF: Live all aspects of your life the same way you live your soul-filled mission: in integrity with your Self and your values.

One’s integrity and one’s mission are not just about the paycheck. Look deeper. Are you seeking authenticity? Are you hoping to live your soul’s mission? Consider using the scaffold above to bring integrity to everything you do. Live a soul-filled life.

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

Are the generations evolving?

Who are these young people who are changing paradigms?

I’m technically part of the Baby Boomer generation. As teens and young adults many of us were called hippies. Though I was aware of hippies during my teen years and wore a few hippie-type outfits (although a true hippie would have scoffed), I know I was not a hippie. But I did agree with many of our generation’s mottos, particularly: “Question authority”, and “Make love, not war”. We were very proud of ourselves for seeing the world differently, and not bowing to the establishment’s pre-conceived notions. We really believed things would be different and that we were the ones to make that happen.

Fast-forward to the subsequent generations. The Center for Generational Kinetics believes that “generations are not cute stories or catchy memes, but groupings of people who help us to see them and the world differently – and more clearly. They make their mark on society and history.” According to the Center:

• Baby Boomers were born 1946-1964
• Gen X was born 1965 to 1976
• Millenials (also called Gen Y) are currently the largest group of employees and consumers and were born 1977 to 1995
• Gen Z was born 1996 to the present.This group is recognized by the fact that 9/11 has always been a memory to them.

Unfortunately, Gen Z seems to have another tragedy in common as well. As I listen to today’s children and teens, one key component of their life is that they all have been affected by the 1999 mass shooting at Columbine High School. These students’ school experiences have not only included annual tornado and fire drills, but intruder drills as well.

WHEN CONVENTION MEETS METAPHYSICS

Since the Millenials are identified as the largest group born to the previously largest population – the Baby Boomers, it seems apparent to me now that many of those hippies of generations past were likely the early waves of Indigos (see box for additional information).

I have been referring to the amazing students who organized the March for Our Lives as Indigos. I now believe that this name is not sufficient for this amazing group of youth. This new group has the same compassion and empathy as the Crystals (see box), coupled with the fire of the Indigos, and the desire for societal change that was initiated by the hippies. This new group also has stamina, persistence, and of no minimal importance, a superb ability to connect with each other. They are the full package, and they are getting it done!

An example: I spoke with an 8th grader (from Connecticut) in Washington DC the day after the March For Our Lives. We were all in line to visit the Holocaust Museum in DC. We noticed in conversation that she demonstrated maturity far greater than her years (we assumed she was a high school senior or early college student). She was eloquent, articulate, and passionate. She told us: You think my generation just sits on our phones, but we use these phones to connect with each other and to communicate. This is why in only 40 days there were 800+sister marches across the US and the world, including the continents Canada, Africa, Europe, Australia, and Asia. Those numbers speak to the ability of social media and the power of these kids.

A further example is her explanation of why she was in line to enter the Holocaust Museum. Although only 14, she realizes that those with first hand memories and knowledge of the Holocaust are nearly gone. She has decided that she should experience the knowledge so that the lessons are not forgotten!

This was not the only type of communication that was happening. I felt it at the march, and I’ve talked to others who participated in various marches, or who watched them on TV. We could feel the palpable connections that were being made between each of us, and with the speakers. We were each connecting to each other around a common theme. We were experiencing Oneness – across a crowd, across the airwaves of television, across hundreds of thousands of people, and across vast distances.

EMBRACE CHANGE

The oneness that we experienced at the march is just one example of what these Star Children (see box) can offer us. There is no coincidence that many of these kids’ grandparents are the baby boomers, creating a generational bookend for these amazing children. We thought WE invented the word change. Seems that THEY are the change we have been waiting for.

And with this recognition comes the potential for a new way of looking at this amazing young generation. Many of the current paradigms and systems that we have may actually be inappropriate for them. For instance, I’ve noticed when working with the children who have Crystal characteristics that the trends of parenting and guidance seem different. The parents’ and teachers’ roles have traditionally been to teach the kids in the ways of the world, but things seem different with this new generation. They have a much stronger sense of self. They are not afraid to have a different opinion as if they know its importance in creating change. As I work with families I observe how the children and teens are frequently teaching the parents a new way of being, of understanding, and of relating.

Be cognizant that it might be time for teachers and parents to take on new roles. I often tell kids that they (the child) have very important information, and new methods of inter-relating. Yet their parents know best the ways of “this” world and “this” society. The kids are here to create and guide us through massive changes, while adults can mentor the youth to navigate the existing currents.

A new shift may be at hand. If the adults sitting in power positions aren’t going to adequately help our youth to navigate our society towards the changes that they are here to develop (peace, oneness, compassion, etc) then they will go around us. The kids seem to have the stamina to play the long game, though it needn’t take long. The process may feel harder for adults who traditionally practice resistance to change. So please, if you are a baby boomer (or member of any other generation) I encourage you to embrace the change that is upon us with the memory that THESE CHANGES ARE EXACTLY WHAT WE WANTED!

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Doreen Virtue, a teacher of metaphysics, has identified the following groups:

• Indigos, born 1975 to 1995, have a masculine energy, with warrior traits of willfulness and natural leadership. They are often sensitive to chemicals, including their own body chemistry. Because of their anger and angst, they need outlets for their great energy, and often result in an ADHD diagnosis. As a group they hope to rid the planet of corruption and greed, and usher in cooperation and integrity. I describe them this way: I know I’m here for a purpose. I know that the way we treat each other and our Earth is supposed to change. I’m tired of waiting. Let’s get on with it!
• Crystals, born 1995 to 2015, have a feminine energy – calm, sweet, and quiet. They are often so quiet that they are diagnosed with autism or Aspergers. Crystals prefer to communicate telepathically or through music to convey their deep and complex feelings. They are often even more sensitive to chemicals than Indigos.
• Rainbows, born 2012 and later, have a perfectly balanced male and female energy. They are wise and serene with a greater recognition of the collective consciousness. Like indigos and crystals, they are psychic and can read people’s feelings. Whatever loving thoughts, feelings, and actions are sent to them are magnified and returned a hundred-fold.
• The term Star Children can cumulatively describe all these types of children, and can also refer to those who sense a connection to other worlds. Star Children are seen as having the abilities to tackle issues in non-traditional and unconventional ways. Their skills often include: telepathy, pre-cognition, telekinesis, remote viewing, intuition, energy healing, and channeling.

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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

If you have been reading my articles, you already know the terms Indigo, Crystal and Star Children. These children (and adults) whose traits include being wise, intuitive and caring, often seem like old souls. I also recognize their growing multi-dimensional qualities. They know the importance of peace, love, acceptance, and unity for all beings – human and otherwise – and for Earth herself.

Being multi-dimensional means being aware of dimensions that many others are not yet aware. One dimension that is recognized is the energy within and around us. Perceiving this energy as thought, images or sounds, and accessing information from your inner and outer environment, including across time and space, brings a wider range of knowledge.

What happens if you are one-dimensional, with minimal to no awareness of the additional information, or even its availability, and your child or student is multi-dimensional? I’m noting in my practice that these children realize that they can access more knowledge and subconsciously believe they must take care of their parent, constantly monitoring the adult’s comfort levels and feeling immense responsibility for the well-being of their parent. This is not a healthy situation for the child, the parent, or the relationship.

Does your child act like he or she needs to take care of you? This pattern can be changed.  

I have had the privilege of counseling children and pre-teens that attend sessions with their parents. I have observed when the child knows s/he accesses more information than the parent, and so believes that s/he knows more. While this may be true in regards to multi-dimensional information and existential knowledge, it is important for these families to remember and discuss together that parents still have the benefit of “years on Earth”. This means that the parent has very important information for the multi-dimensional children in regard to day-to-day life skills. Please remember parents and teachers: though you are working with incredibly smart individuals, multi-dimensional children are not mini-adults. Similar to gifted children whose knowledge base is above age level, their emotional and age-related skills are not as developed. Children must be children.

Explain to your multi-dimensional child that you can take care of yourself. Here’s an example of this conversation: (Incidentally, these are not non-verbal children, but they don’t have familiarity with words for these types of dialogues, so they primarily respond with facial and body language.)

Judy: I notice how you keep checking on Mom to be sure that she is doing okay.

Child: (nods yes)

J: You know you and I often talk about things that your mom doesn’t seem to understand.

C: (nods)

J: That’s okay. Your mom has information about other things.

C: (looks at me questioningly)

J: There are so many things happening with friends and school and stuff that you really don’t understand. Right?

C: (nods yes emphatically)

J: These are things that I know about, but so do your mom and dad, and your teachers, and other adults. Trust them, just like you trust me.

C: (understands)

J: There are many things that you know about that the adults don’t yet, and there will be times for you to explain it to us. There are also many things that we know about and you don’t. This is our job. And it’s all okay. Here’s another really important thing: Mom’s job is to take care of herself, not you taking care of Mom.

C: (looks over at mom with deep eyes that question if this will work)

Parent: (confidently looks back) Yes, I can take care of myself. You don’t need to do this.

J: Shall we begin to let this change happen? Won’t it feel good?

C: (Nods emphatically)

Periodically the child may look back to check on mom, but I recognize it as it occurs and assure them mom is okay. Mom confirms. Later I point out when the child does not check so I can reinforce that behavior.

Though your child has multi-dimensional awareness, s/he will often require explicit instruction to understand how to navigate social and other situations. Teachers and parents can appropriately guide multi-dimensional children while still acknowledging their gifts.

It is imperative that we learn to recognize the gifts that both groups – one-dimensional and multi-dimensional – can impart to the other, and to the whole. The multi-dimensional share the big picture, remind us of what’s true, and show us what we as individuals and society can attain. In turn, those who are single-dimensional can provide loving, protective support for the multi-dimensional to develop their natural gifts and to provide social skills for the world that they are trying to navigate.

We have an opportunity to listen to those who live multi-dimensionally and learn what they can offer to us now, and for our future. Especially when they are in adulthood, it is likely that those with multi-dimensional abilities will guide us to never-before thinking that can deliver us from many of our current problems, and into a world of peace, love and oneness.

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.

A unique and evolving vocabulary to describe an increasing number of children

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

During my years working in the schools and in my private practice, I have met many Indigos. I find them to be wise, intuitive, caring, and curious and they often have a “spark” – which seems to challenge the existing educational and societal constructs.

Many students who have been diagnosed with ADHD are Indigos. It’s as if the characteristics that define one, describe the other: out–of–the–box, right-brained and otherwise unconventional learner, and global thinker.

In addition to the previous descriptors, Indigos are often described as old souls. They may be immature, yet older than their years. They like animals and nature. They might seem to have low self-esteem while simultaneously acting grandiose. The rebellious spirit of the Indigo seems to say: I know I’m here for a purpose. I know that the way we treat each other and our Earth is supposed to change. I’m tired of waiting. Let’s get on with it!

Indigo children are described as being born in 1978 or later, yet many born prior to 1978 will see themselves in the Indigo descriptors. Authors Nancy Ann Tappe, Lee Carroll and Jan Tober have written about Indigo children. Doreen Virtue, in her book The Care and Feeding of Indigo Children, offers a complete list of characteristics.

At the time of their identification, Indigo Children were not as common as they are now. Over the years I have encountered many more of these students. The qualities of Indigos also seem to be changing, evolving if you will. Doreen Virtue identified this next group as Crystal Children. They have all the same qualities as the Indigos, but they don’t have the rebellious spark and vigor. They personify the empathic spirit of the Indigos. It’s as if they exude love and are spreading compassion and acceptance.

Incidentally, no group is considered “better” than another. They may be variations or maybe each group has a purpose. It seems that Indigos had to jumpstart change. Most people are not keen on changing and systems can even be slower. So Indigos needed a kick-butt attitude to get us moving.

Just as Indigos increased in numbers, Crystals are also increasing in numbers. I have considered the possibility that many children with autism are Crystal Children. Is the growing number of children with autism indicative of the increase of Crystal Children? While children with autism are hypersensitive, not all Sensitives, nor all Crystals, have autism. As I explained in Sensitive Children, Sensitives are interconnected with others on an empathic and energetic level, though they are often challenged to connect with others socially. I have heard many parents of children with autism tell of their child’s psychic knowing about family, friends or others. Parents also often describe their children with autism as being filled with love.

Another group are Rainbow Children. They are similar to Crystals, but according to Doreen Virtue they don’t have the karmic ‘baggage’ of past lives. Baggage refers to unresolved issues as a result of our life experiences. Karmic baggage is the idea that a person has unresolved issues that have carried forward from other lifetimes. Students of metaphysics hold the belief that these experiences from past lives can subconsciously affect us in the present.

Indigos, Crystals, Rainbows, Lightworkers, Sensitives, Six-Sensories, Star Children. Regardless of the name, they/we are living these concepts: We are all interconnected. We are each more than a member of the family of Earth, or even the Universe. We are multidimensional beings.

I strive to help these individuals, their families and educators realize that though they don’t always excel in the way that society expects – academically, socially, etc, they have gifts and are worthy. Regardless of age, as I work with these individuals I help them to:

• Understand and accept their sensitivities, empathy and intuition
• Develop self-confidence and be empowered
• Establish personal and energetic boundaries
• Minimize their sensitivities, fears and the effects of anxiety
• Remember that they are spiritual beings having a human experience

I hold the Indigo, Crystal, Rainbow and Star Children in your life in light and love. May we all recognize our purpose and live our lives to their fullest potential.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. 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.

Published in Metro You Magazine, June 2012