11.1 Adaptation of an Individual

The best counsels and healing of individuals for them to be later able to join the systems of the society certainly concern the basic attitude that children express in their childhood toward school and their schoolmates. Thus, treatment at the level of the formation of the child’s intelligence and character traits gives an excellent basis for the child’s subsequent integration in the environment, society and company. We do not notice and are unaware of that with children, because we have no system by which we may test the development of the child’s character traits. Nevertheless, the results of proper education are clearly visible through school results.

Today, children are overburdened in the school. After the classes, their working day is not over, because they have so much homework to do and material to learn that their school day actually includes the whole day. If we take into consideration their extracurricular activities, such as sports, music, learning of foreign languages, membership in various clubs, social activities and the like, we will see that the programme given to children is incredibly extensive, too detailed and not coordinated with children’s development. We can add that there is still no good system for testing the children, nor ways to direct their talents to certain activities. That is why the majority of pupils decide to gain knowledge and take up extracurricular activities on the basis of subjective ideals or under influence of mass media, such as radio, television, movies and the internet. In general, children follow well the situation in their environment. Nevertheless, conflicts often appear between the wishes of children and reaction of their parents, teachers, as well as their schoolmates and friends. On one side, parents are overburdened with work. On the other side, the vocation of teacher has been affected by negative selection for years, which resulted in a rare presence of talented teachers in schools. Because of that, the majority of talented pedagogues are uninterested in school and have been engaged in some other job for a long time. All this affects the development of the child, who is still under the influence of the parents’ social status which certainly affects the mutual relations between the society and children.

Children quickly outgrow the period of intelligence development, puberty, formation of character. As an adult person, they bear the burden of unresolved or wrongly interpreted notions, problems and requirements which they acquired during their development in the childhood.

11.-1.

I knew Majda very well from the courses on life-cosmic energy. She brought her son Marko for an examination and asked me to help him. Her son, who was a good pupil of third grade in the high school, wished to transfer to another school due to misunderstandings with his teacher of physics. Marko’s parents tried to solve that problem in vain. They took him to the doctor, psychologist and adviser in the school, but the problem seemed to be endless. During the conversation, I immediately noticed that Marko was well-bred, righteous and willing to resolve all his problems alone, with his work and by agreement.

I asked him what his teacher did wrong, since school programmes and duties of teachers in relation to the lessons and pedagogic preparations are known in advance and under supervision of the school and state authorities. He told me that the teacher of physics wrongly explained a physical example. When Marko pointed out his error, the teacher started to insult him, threw him out of the class and demanded from Marco’s parents to take the responsibility for such behaviour. The parents supported the teacher and asked their son to apologise, to listen to the teacher and respect his demands. Thus, a quarrel between Marko and his parents began. I asked him to describe exactly where the teacher made a mistake. He took out a notebook from his school bag and showed me that assignment in physics, which really was completely wrongly explained and mathematically incorrectly calculated.

I was surprised with that. Leisurely and with calm voice, I pointed to Marko that his teacher really badly explained and wrongly calculated that assignment, and that Marko was right. But in such dispute there existed two problems: the teacher who made a mistake and Marko as a pupil. Firstly, although the teacher was highly educated, his mistake can be forgiven, because he was maybe sick that day just like everybody else is sometimes, shaken due to some family problem, maybe he lost a friend, maybe he was nervous or unhappy in love, etc. The teacher may correct his mistake, be suspended and the like, but no one can forbid him to continue doing his job. On the other hand, Marko had no choice and did not have the right to react so severely, because his education was not on the level of the teacher. Only those with an equal education have the right to criticise. First of all, he will only have the right to prove the teacher that he made a mistake at lectures and act like he acted now when he acquires a diploma at the Technical Faculty. Secondly, this was a very awkward dispute for him, because he had not yet finished his process of education. If he abandoned school now, he would be in the street without bread, while his teacher can always find a way out and a job. Also, he must understand his parents, who worried that something may happen to him and that he would end up in the street. That is the reason why they supported the teacher with bitterness in their heart, only to enable Marko to finish school and acquire good education. The only way to prove the teacher and his parents that Marko was right was to finish the grade with an excellent result, and I promised to intercede in his favour in the school and with his parents, so that they would leave Marko alone.

I proposed to Majda to ask the teacher to leave him alone at least for a month, and the family should act like nothing happened. If the situation does not calm, they should come again to therapy.

Misunderstandings with Marko reached such a level that there was no understanding any longer in the family and school. The cause for this state was in Marko’s disharmony with the teacher and the school at the energy level. On the other hand, his father did not get well with his wife and son, which additionally contributed to problems in the family. First of all, I used the initiation procedure to establish energy compatibility between the parents, and between the parents and Marko. Afterwards, I harmonised energy relationships, so the teacher could stand Marko and vice versa. In order to harmonise the tensions and ego potential, and bring them down to a normal level, I adjusted the energy state of the teacher and Majda, and vice versa, so they could understand each other in peace. The result of the energy compatibility therapy was more than excellent. Marko returned to school, and quarrels stopped. After several years, I met him by chance and asked him about the school and what he did at the moment. He finished high school and Electro-Technical Faculty with excellent results and now worked in a modern company, involved in computers and electronics. When I asked what happened with the teacher in the high school, Marko said that he heard that he was no longer teaching.

Unfortunately, similar cases, in which the success of the pupil depends on the will of the teacher and reactions of the parents and the environment, are numerous. It is sad that everyone, just like in the described case, tries to solve problems according to the system “the stronger wins”. It is especially sad when a pupil experiences such relation with a teacher. It is true that cases differ, each is unique and demands additional activities, but practice has shown that main cause for misunderstandings lies in the energy incompatibility of the parties in quarrel, and that such misunderstandings are always harmful to children.

11.-2.

Milica lived in the town of Berane, Montenegro. She studied at the Music Academy in Belgrade and came several times to therapy because of her weak state and illness. Every time she came, I stated that she was not sick, but a healthy woman. When I told her that she came to all therapies unnecessarily, she told me that I was wrong, otherwise she would have passed the last exam at the faculty. She had tried to pass that singing exam for more than a year, but without success. Every time something went wrong at the exam, each agreement with the teacher failed, while days passed.

When I asked her about the next examination term, she answered that it was in eight days. We agreed that she would call me the day before the exam, in order for me to help her with the exam. She called me two days before the exam and apologised because she had a sore throat and had to skip the examination. I disagreed with that and told her that she should take the examination by all means, because I would cure her throat by treatment at distance. I performed therapy on the throat, which always works, and transited to the level of souls by means of meditation, and checked the energy relations between Milica and her teacher of singing. The state was disastrous: not only that they were disharmonised in terms of energy, but hated each other subconsciously as well. I felt that the teacher saw something bad in Milica, something she experienced in her childhood, but was unaware of it.

I cured the cause of the teacher’s hatred, harmonised both women in terms of energy and acted with transformations on the teacher in order for her to see the qualities of Milica’s singing. Milica was extremely happy because she passed the exam and asked me to help her a bit more in the second part of the exam, called solfeggio. I again told her to call me a day before the exam and said that she must be aware that I cannot help her if she does not study and learn the subject well, because my transformations do not affect the contents of the subject, but everything else.

Milica passed successfully the second part of the exam and graduated.

Many times it happens that the whole group, e.g. team of some sport club, fails in the competition only because of one individual. Misunderstandings with such person may later spread to the whole team and the team cannot achieve success in the competition. We find the majority of causes for such difficulties in the goals of individuals. The team reacts to the behaviour of such an individual negatively and cannot be well coordinated, which leads to poor results in competitions. There are also cases when the coach or management of the club creates a discord in the team with unreal and inexpert demands. That is why each therapist with life-cosmic energy must be capable to evaluate, cure and adjust such team to the common goal. 11.-3.

Janko was a good football player, diligent, obedient and never missed a single training. Nevertheless, he was problematic during the game, often emerged in front of the goal, but almost always missed it. He kept forgetting his teammates in the game, hardly passed them a ball and did not notice them. He just could not execute an efficient passing, nor shooting at the goal. In brief, he was a good individual, but a poor teammate. I discussed all that with his coach during the course on life- cosmic energy, after my lecture on the subject: help to teams in resolving their mutual problems and the system of such treatment. Although they had professional advisers for such cases in the team, the coach asked me to help him. We agreed that he should come for an individual therapy after the course, because during the courses, cases are processed systematically as a general demonstration of the theoretical part, meaning that full treatment of individuals is not suitable. The coach made many positive comments about the course: although he visited numerous similar lectures and courses, he had never been provided with so many good insights as at this course on life-cosmic energy. I told him that praise and criticism both offended me equally, and added that I would examine Janko by the method at distance. Janko wished to be the best player in the field, to be able to do everything alone, and to shoot a goal whenever he wanted. The examination of other players showed that, just like Janko, they also wanted to prove themselves, to show who was a better player, which broke up the collective game of the team and contributed to misunderstanding and poor results at competitions.

I cured the cause of Janko’s individual behaviour and checked the energy compatibility between the players in the team. None of the players was compatible with other players at the level of energy, which resulted in a collective action of the players in the field being impossible. Janko showed positive results, because he invested a lot of effort and energy in becoming the best. I harmonised the mutual relationships in terms of energy and ordered the coach to observe carefully the behaviour of the players in the field, especially when they play as guests, and to inform me after the game, so I could – in the case of negative behaviour – act by treatment at distance.

The coach called me after the first game and told me that a miracle happened. He never saw such a good game of his players. They defeated the team that was considered the favourite with the result 4:1. That was unbelievable, because his team was an outsider that had lost every time to that team. He told me that the club wanted me to become a permanent member of the mangement, but I kindly declined the proposal.