80% of physical illnesses stem from emotional blockages, which arise from differences in cognitive perspectives. These perspectives are influenced by the education each person receives from childhood.
For children to grow up healthy and happy, efforts must be made in education.
Today, Teacher Baoju will discuss children’s education through a case story.
Each of Teacher Baoju’s cases is deeply enlightening. The full text is 3692 words. If you patiently listen or read through it, you will surely gain unique insights and wisdom.
01 The Child Always Cries and Can’t Be Comforted
A mother came to my studio, troubled by her child’s frequent fevers.
The child, about four years old, is fair and lovely but often gets inexplicable fevers, recurring frequently, requiring hospital visits for intravenous treatments.
Since the mother had attended our health courses, she knew that repeated intravenous treatments would reduce the child’s self-healing ability and affect their constitution.
So this time, when the child had a fever, she chose to come to our studio.
While the mother was explaining the situation, the child kept crying, shouting, “I don’t want to be patted, I want to go home!”
Seeing that the mother wasn’t listening, the child started rolling on the floor, crying loudly, and the grandmother couldn’t calm him down.
The grandmother gave the child a toy, which stopped him for a while, but soon he started crying again, and the grandmother had to give him something else.
Eventually, the grandmother ran out of things to give and started promising various rewards, like taking him out to play or buying him something nice.
I asked the mother, “Who usually takes care of the child?” She said it was mostly the grandmother.
I then asked, “Does the grandmother always comfort the child like this when he throws a tantrum?” The mother replied, “Yes.”
At this point, I roughly understood why the child kept getting fevers.
The child’s lungs were somewhat blocked, likely due to suppressed emotions that hadn’t been released, which over time turned into a physical condition.
Children are naturally clear and don’t have many emotions of their own; the problem must lie with the adults.
The grandmother and mother were in a very anxious state. Their suppressed emotions would inevitably affect the child.
Children don’t have many thoughts of their own; they mostly absorb information from their parents and close relatives, which shapes their behavior and, over time, their personality.
02 How to Correct the Child’s “Troublemaker” Pattern
The child’s illness is closely related to family education. Without changing this pattern, it will be difficult for the child to recover.
Under such education, the child not only falls ill frequently but may also grow up to become what society commonly refers to as a troublemaker.
I said, “The grandmother’s way of comforting won’t work; the child won’t listen. If you trust me, leave the child with me, and you and the grandmother can go next door. Teacher Xiaoxuan will explain the correct way to care for the child.”
The mother, having attended our courses, understood the principles and agreed.
I said, “You need to explain to the child that he needs to undergo tapping and vibration therapy to get better. If he doesn’t agree, he will have to go to the hospital for injections. He needs to make a choice. If he doesn’t listen, tell him that you will wait outside and come back in after he discusses it with the teacher.”
The mother said, “The child won’t listen properly.”
Sure enough, the child didn’t listen at all and kept crying, demanding to go home. I asked Teacher Xiaoxuan to take the mother and grandmother out first.
When only the two of us were left in the room, I held the child and asked, “Do you want to be patted or go to the hospital?”
But the child ignored me, crying and shouting for his mother.
I told him, “Your mother hasn’t left; she won’t abandon you. She just needs you to make a decision. She’s waiting next door.”
But he kept ignoring me, struggling out of my arms and rolling on the floor, crying loudly.
I stopped talking and let him do whatever he wanted, just quietly accompanying him.
After crying for a while, he gasped for breath, got up, and hugged my leg, continuing to cry.
I gently picked him up again, holding him with love and acceptance, not saying a word.
The little one gradually stopped crying and, sniffling, said he wanted his mother.
I replied, “Your mother is next door, waiting for you to make a choice: to be patted or to go to the hospital. Once you decide, she will come and take you.”
I called the mother back from the next room.
Unexpectedly, as soon as the mother entered the room, the child shouted, “I don’t want to be patted! I want to go home!”
However, the mother had already been instructed in the other room that if the child continued to act out, she should leave him with me. If the child chose to go to the hospital, he would have to go.
The main goal was to wear down the child’s habit of throwing tantrums.
The mother then said to the child, “You need to make a choice: either be patted or go to the hospital.”
The child said, “I’ve made my decision—I want to go to the hospital!”
The mother hesitated. I walked over to her and whispered, “You must be firm!”
So the mother started dressing the child and called a taxi.
At this point, the child panicked and shouted, “I don’t want to go to the hospital! I don’t want injections! I want to go home!”
I asked the mother to leave again and continued to calmly observe the child, allowing him to vent.
This time, it didn’t take long. After he finished venting, I held him and spoke to him gently with love and care:
“Look, you’re a little man, and you should keep your word! You said you would be patted, so you can’t go back on it. Your mother has been waiting for you to make a decision. Once you’re better, you won’t have a fever anymore, and you won’t feel uncomfortable. I believe you’ll make the right decision.”
After a moment of silence, the child said, “Auntie, I’ll be patted.”
I confirmed with him again, “Will you change your mind when your mother comes back in?”
The child shook his head. I asked him to tell me again in words. He repeated it but added a condition: he wanted his mother to hold him while being patted.
I agreed and said, “A little man must keep his word. Let’s pinky promise. Can you confirm it again with me? What do you want to do?”
He firmly said, “I want to be patted!”
I called the mother back in, and this time, the child didn’t say a word. He just lay in his mother’s arms and allowed the patting to begin.
As I watched the child, he winked at me. I gave him a knowing look in return.
During the patting, the child broke into a sweat and then fell asleep.I told the mother, “The child will be fine after a nap. Let’s see how he is tomorrow.”
The next day, the mother brought the child back to the studio. As soon as she entered, she exclaimed happily, “Teacher, the child is better! His fever went down last night, and he even passed a lot of green stool!”
This time, the child was in great spirits. As soon as he entered, he lay down on the bed without a word, ready to be patted.
I smiled and said, “You’re already better; there’s no need to be patted anymore.”
But the child still didn’t want to get up, and the mother suggested we do it again to reinforce the effect.
This time, it was Teacher Xiaoxuan who did the patting, and the child lay quietly throughout the entire process.
03 Principle Analysis
I felt it necessary to explain to the parents. Through our conversation, we also understood why I said earlier that such an approach could turn the child into a troublemaker.
First, children are like receivers.
If parents are constantly anxious and suppress their emotions, these emotions will transfer to the child when they are closely connected. The child will feel uncomfortable but won’t suppress their emotions—they will cry and throw tantrums instead.
This is why the more upset the adults are, the more the child acts out.
The child is releasing the passively absorbed emotions. If you don’t allow this, the emotions will be suppressed in the child’s body, eventually causing blockages.
Therefore, when a child is crying and rolling on the floor, you shouldn’t stop them. Let them release the pent-up emotions, and the blockages will be cleared.
This is also why I asked the parents to leave midway.
If parents don’t understand how to properly handle their child’s emotions, they won’t be able to engage in the next steps of interaction. The root of the child’s issues will persist into adulthood, and without change, it will last a lifetime.
What is heredity? Beyond genes, there are also shared traits under family education. We won’t go into detail here, as it’s thoroughly explained in the course.
I asked the parents to go to another room and had someone accompany them to prevent them from worrying about the child. The child would pick up on their anxiety and react more intensely. I had to ensure the child received my message: acceptance, love, safety, and calmness.
This allows the child to release pent-up emotions, break the habit of acting out to get their way, and establish a new pattern of decisive, responsible behavior.
This allows the child to release pent-up emotions, break the habit of acting out to get their way, and establish a new pattern of decisive, responsible behavior.
This is especially important for the child.
Secondly, when a child is crying and throwing a tantrum, you should not use material promises to interrupt their emotional release.
This kind of interruption has two consequences: first, the child’s emotions are not fully released and remain trapped in their body. Second, it fosters a bad habit in the child—they learn that throwing a tantrum is an effective way to get what they want.
Children raised under such education, even as adults, will struggle to break this habit of acting out. It becomes a successful strategy ingrained in their nervous system for handling similar situations.
In society, we call such people troublemakers.
Troublemakers are created by such misguided education. As the old saying goes, “You can see the child in the three-year-old, and the adult in the seven-year-old.” There is truth in this wisdom.
The period from 0 to 6 years is critical for a child’s brain development. How you teach them shapes their cognitive system.
Finally, the reason I asked the child to repeatedly express their decision is that it’s not enough for us to tell them what to do—they must willingly accept it themselves.
Our bodies only act on commands issued by our own brains. Repeating commands and actions reinforces memory, leading to similar responses in future situations.
At this point, parents will understand that it’s not about commanding the child to do something, but about helping them command themselves to act.
Your role is to guide them to act willingly.
This is how the child’s illness was resolved. At the same time, I advised the mother:
“Although I’ve corrected the child’s habit of acting out, if the parents don’t change their approach and their own habits, the child will revert to their old patterns. This requires the parents’ cooperation. You must explain to the grandmother that giving the child things when they throw a tantrum is not the way. Instead, approach the child with love and acceptance.”
In this process, we can also heal our own anxiety.
In this case, the child is still young. If the parents understand and make changes, the issue can be corrected in time. However, if they return to the old patterns, the child may go astray in the future.
