Indigo blues2003, Dec 1st | Emner: New Age
“These beautiful beings are direct and therefore may have appeared to you as abrasive. Enduring boredom is their greatest challenge”
A direct quote from “home” or “the group” as channeled and quoted at MetaGifted.org
From early childhood, I’ve always envisioned “paradise” a certain way. So, when I saw an illustration on an images website of 2 children dressed in lavender staring intently at pink-tinted clouds amongst a soothing smoothie of lavender and sea-foam green, I was hit by an intriguing “deja-vu”. It was my childhood vision of “heaven”. So I decided to take a look at this “Indigo” thing and see if there was something to it or not.
A few years back, I’d heard that prisons and schools had begun using muted green on the walls, it had a soothing anti-violent effect they said. I also remembered from my Early Childhood Ed. Classes that there was a theory that using light green or turquois on environments would have a calming effect on persons who had ADHD and similar challenges. Ok, so is that what heaven will be? All lavender-green and nicey-nicey?
I read a few paragraphs. Ummm….wait a minute, these kids are supposed to have 12 layers of DNA of people from where? (And we thought we had immigration issues before!)
What exactly are “The Indigo Children”?
According to Lee Carroll, a man with a degree in business and economics and who, prior to becoming the extremely profitable writer and channeling “prophet” he is today, ran an audio-tech business in Calif., the Indigo Children are a genetically unique new race of children possessing a very specific set of personality traits, and who are psychically linked to Kryon, a being reported to be a disembodied entity of a different order than human, who has “been with the Earth since the beginning”. When channeled through Carroll, Kryon has been known to introduce itself in the following manner: “I am Kryon of magnetic service”.
Supposedly, its messages are aimed at humans who wish to “ascend to a higher vibrational level”. Humans, according to the prophet were made from existing sub-human species native to earth who were modified by an advanced race from the Pleiades, thus anthropologist’s findings that lead us to believe in natural evolution. Apparently, as a cover-up, all existing species on earth at the time were subjected to the same style of modification so it would not be apparent that humans had been re-sculpted. They make this statement, while in the same breath claiming that, “Humans are essentially eternal beings which take incarnations on Earth to take part in an important experiment in effects of free will.” So are we the products of genetically modified beings who evolved over the years, or are we beings which are supernaturally incarnate? And why would a civilization that advanced be interested in coming here, investing all that in primitive man on a planet that far away…interesting that this cluster of stars belongs to the constellation Taurus, you know…bull. The Pleiades by the way were associated by the Celts as having to do with mourning, and in astrology with sorrow, anger and stubbornness which is quite appropriate when linked with the Indigo children as we will see later in our discussion of the Indigo’s common behavioral traits.
Apparently this Kryon fellow has gotten around to some very distinguished- and lucrative- places. According to the website Kryon.com , Carroll was asked in 1995 to present Kryon at the United Nations (U.N.) in New York City before a U.N.- chartered group known as the Society for Enlightenment and Transformation (S.E.A.T.). The meeting was so well accepted that they were invited back four more times, in 1996, 1998 and in 2005 and 2006 to present his message of love. These meetings are held upstairs in the working areas of the UN building, not far from the General Assembly. Only delegates to the UN and guests of the society may attend.
Kryon is not only “a love-filled and empowering angelic being” as quoted in the Sedona Journal of Emergence, but also a very lucrative being, Carroll has written 11 books about Kryon and the Indigo Children and co-authored The Indigo Children and An Indigo Celebration with his significant other, Jan Tober. There seems to be a great market for Indigo related items. Not limited to books, sites and stores offer crystals, DVD’s CD’s, curriculum workbooks, in-person and distance workshops and there are now so-called “Progressive Schools” around the country which offer specialized curriculum and “TLC” especially designed for the unique intelligence and mental/physical properties of Indigo Children. On one website, there is even a select online list of music just for the enhancement and enjoyment of Indigo Children which includes such artists as Outkast, Emimem, Bullit Nuts and Leggo Beast. Indigo reasearch and specialized schools are especially popular in Hungary. and Russia. James Twyman, who co-produced a movie about the Indigo’s, also sells online courses, books, and holds seminars and conferences in addition to charging big bucks to participate in an internet course on his apparent conversation with Christ himself. He owns a 42 acre seminary and retreat for the children. Unfortunately, due to previous occurrences in such facilities, this sort of description leaves somewhat of a bad taste.
Ok, so what exactly is it that comprises this lucrative and recently popular trend? Are the Indigo Children actually from another star system, descendants of mutated genes, manipulated a bizillion years ago by extraterrestrials for some odd experiment in free will? According to one website a group of researchers, scientists, computer programmers and other experts have determined that what used to be known as “junk DNA” or “non-coding sequences” are actually extraterrestrial in origin. According to researchers at the Human Genome Project, all life on earth down to the smallest mold spore contains such non-coding sequences, so are they saying that all life on earth is actually transplanted extraterrestrial life? What they don’t tell us, is what do they have on hand as a comparison…where’s the control? how do they know what the properties of extraterrestrial DNA are to compare it to our Junk DNA? They even go so far as to state that this junk Human DNA “have it’s own veins, arteries and its own immune system that vigorously resists all our anti-cancer drugs.”
So do tumors.
The Crystal Children
The entrance of the Indigo Children is a precursor for another group who supposedly began preparing to return in the year 2000, The Children of the Crystal Vibration or Crystal Children. According to “the Group”, the parent-group who’s messages are channeled by humans who are willing to receive their messages to humankind, the Indigo’s have been paving the way, so to speak, for our evolution to the next level, which is, according to the Group, the Crystal Children.
Indigo children are described as direct and abrasive, whereas Crystal children are contrasted as being withdrawn, retreating within, gentle creatures who have an empathetic attraction to electro magnetic fields and problems with excess electricity which, if they cannot assimilate, will be reflected back and will blow out all electrical appliances in their paths. They will possess physical senses not previously experienced by common humans. These channeled messages contain a lot of description of the characteristics and powers of these children, going so far as to call them magical abilities, however, I have yet to find a message that puts forth a definite purpose for them or what they hope to accomplish in detailed terms, only that they are here to change our way of thinking, our way of interacting with children, and to “save the world and usher in a new world of peace.”
There have been coincidental claims in other parts of the world. The April Children, a group supposedly born in Greece in April of 1983, a time of an unusual cosmic event, were supposedly of higher than normal intelligence, were supposed to have some unusual marking on their skin and would reform the world. Ioannis Fourakis, a Greek author wrote a book as well as several articles on this phenomenon and sparked a university study.
Perhaps some of the indigenous prophesies can shed some light on this. There is a song sung by the Hopi which is known as the Wuwuchim song because it was first introduced at that ceremony in 1914. It tells of a time of corruption, war and hatred which will nearly destroy the world, but, the Saquasohuh who is the Blue Star Kachina will appear. This will be the Day of Purification, when a new world will show itself. The Blue Star Kachina is generally associated with the star Sirius in the constellation Canis Major. In another view, according to White Feather, who belongs to the Bear Clan of the Hopi, “My people await Pahana, the lost White Brother, [from the stars] as do all our brothers in the land. He will not be like the white men we know now, who are cruel and greedy. we were told of their coming long ago. But still we await Pahana He will bring with him the symbols, and the missing piece of that sacred tablet now kept by the elders, given to him when he left.” At first glance, these insights seem to point undeniably to the Indigo Children, however, given the heavy influence of Christianity on the Native Americans, especially during the early part of the 20th century when most indigenous children were being sent to Christian boarding schools, the connection to New Testament teaching is undeniable. In one website it quotes part of the prophecy as:
“I will place in your hands these sacred stone tablets, Tiponi, symbol of power and authority over all land and life to guard, protect, and hold in trust for me until I shall return to you in a later day, for I am the First and I am the Last.”
Then great judgment will take place, for the elder will help the younger brother to obtain real justice for all Indian brothers who have been cruelly mistreated by the white man since he came to Turtle Island.
The transformed elder brother, the True White Brother, will wear a red cloak or a red cap, similar to the pattern on the back of a horned toad. He will bring no religion but his own, and will bring with him the Tiponi tablets. He will be all-powerful; none will be able to stand against him. He will come swiftly, and in one day gain control of this entire continent. It is said, “If he comes from the East, the destruction will not be so bad. But if he comes from the West, do not get up on your housetops to see because he will have no mercy.”
Paraphrased parts right out of the book of Revelation. So the explanation isn’t there.
The search goes on.
Ok, let’s talk about aura
An aura is described as “a set of contiguous outlines, allegedly emanating from the surface of an object”. All things have an aura, which when photographed using a method which has been around since 1939 called Kirlian Photography (named after it’s inventor Semyon Kirlian) shows up in varied color sequences as somewhat of a halo around the object. A favorite subject of Kirlian photos is the head-shot, from which one is supposed to be able to discern the energy-level, health and well-being of the person photographed. It is also purported to indicate ESP abilities or the lack of, and in current New Age theory as an indicator of whether or not you are Indigo. Supposedly, Indigo Children have a dark blue or indigo colored energy hue emanating from them. The color indigo is associated by metaphysical practitioners with intense psychic abilities. In Chromotherapy, which is a method of healing by use of color either by use of physical objects or by colored light, the color indigo may be beneficial in treatment of the eyes, ears and nervous system and helps promote and intensify the process of intuition and clairvoyance. It is supposed to give power to the pituitary gland which is supposedly linked to mental abilites and psychic abilities. It is also reported to help with chronic constipation.
The trouble with auras is, everything has one. Plants, rocks, your big toe, everything. Apparently the Kirlian system picks up the combining of electricity with the moisture/gas in the object and it shows up on film. Experiments with this method used in a controlled vacuum produce no “paranormal” images whereas the same object photographed outside the vacuum produce the familiar “aura”.
One online merchant site claims that a certain weave and pattern of cloth will emit healing powers to it’s wearers, and includes Kirlian photos of the cloth’s aura, and that of a wearer who supposedly “receives” healing energy after wearing such cloth.
Additionally, metaphysical workers often claim the ability to see auras with the naked eye and/or to be able to see them using a special set of “glasses” sold in New Age shops. The rub there is, people experiencing migrane, visual system disorders, retinal fatigue and synaesthesia often report the same sort of visualizations. The brain, when under stress or under physical malfunction such as in vascular headaches can supply it’s own phantom images of this nature.
The National Institute of Mental Health
PET SCANS seem to indicate that people with an indigo-colored “aura” such as described by the indigo children as being a claim to their inclusion in the “nationality” (ie being descendants from another race not native to earth) may actually be indicative of either being challenged by ADHD, or of having decreased brain activity in specific areas -or overall -the brain.
See the image above: Positron Emission Tomography (PET), note that the picture on the left side is a “normal” functioning brain and shows various colors, mainly pink/yellow whereas the picture on the right side is a brain of a person with ADHD and shows mainly the color “indigo”-ie and indigo aura. Also note, in a PET scan the colors blue or black (ie indigo) indicate decreased or no activity in the brain region
Now that we’ve introduced the Indigo/Crystal children and their creators
…come, let us reason together, so to speak. The characteristics of these children are listed as follows: (Coincidence with two other common syndromes are listed as well):
|Indigo Characteristic||Asperger’s symptoms||AD/ADHD symptoms|
|A child who is frustrated by ritual-oriented systems|
|A child who “improves” on established methods or does things in an unusual way all his/her own|
|Refuses to respond to authority or guilt trips|
|Becomes bored quickly with assigned tasks|
| Displays symptoms of ADD
(they admit this one readily)
|An unusually creative child for his/her age|
|Intuitive beyond his/her years|
|Displays abstract thinking very early on|
|Unusual intelligence, a prodigy, gifted range|
|Very old, deep, wise-looking eyes|
|An unusual display of spiritual intelligence|
|Seem antisocial unless they are with others of like mind or actions|
|Ignoring spoken words or appearing to ignore people when being spoken to|
|Not following instructions or leaving tasks unfinished, avoiding tasks that require organization|
|Not waiting one’s turn, not respecting rights of others, answering a question before the speaker is finished, repeatedly correcting others especially adults, interrupting the activities of others at inappropriate times|
According to Carroll and Tobar, the Indigos appear self centered and demanding when their needs are not immediately met, the often act like they are royalty and they have no problem expressing their own self-worth, they have difficulty with authority and will not comply, waiting in line is difficult for them. All of these are symptoms of ADD/ADHD and in some cases Asperger’s Syndrome. Indigos are also purported to be energetically vibrating at a higher frequency and are scrambled by negative energy (human or machine), and have more problems with food and environmental sensitivities-these issues are observed in most children diagnosed with Asperger’s Syndrome as well as many other Autistic Spectrum Disorders. Children with these disorders often have difficulty with sensory overload and are unusually sensitive to sound, smell or taste and very often extremely sensitive to touch.
Indigos are supposedly visual/spatial learners, right brain dominant. The characteristics of this type of learner include having reading/writing/spelling problems despite having intelligence or “common sense”, the often have severe behavior problems, they usually test high in psycho and intelligence tests but still score academically low in classroom environments, are usually very creative in the areas of art, drama, music, etc., think and understands with images rather than internal dialog, or often are uncoordinated physically. All of these traits can be readily observed in Autistic Spectrum Disorders as well as ADHD and other developmental disorders.
Teachers in the Special Education field often experiment with alternative teaching methods when working with either very gifted or developmentally challenged children. Some of these methods include multiple intelligence strategies-visual aides for some learners vs audio learning for others as well as creative approaches and hands on learning strategies, project based curriculum, child directed learning strategies, and self-contained one-on-one classroom learning. All of these methods which are widely accepted and recommended for children with Asperger’s Syndrome, ADD/ADHD and other learning challenges, are also specifically listed as suggested teaching methods for alternative learning classrooms for Indigo children.
If this isn’t enough coincidence with common learning challenges, in an article called “Understanding Why School Violence is Happening”, Wendy Chapman Director of MetaGifted.org , states:
“I would like to comment about this most recent incident of school violence in Santana High School and the other school violence that has been threatened in many schools so recently. The perpetrators of these acts are Indigo Children as are many other children in our schools today, and these acts can be prevented..
Indigos are either very compassionate and caring or are just the opposite and rather callous and apathetic. I believe Indigos who are callous and the most likely ones to become violent are those who have put up so much emotional shielding because of emotional pain as a child, that they no longer care and do wish to cause harm to people in revenge for the pain in their lives.
Indigos need to be seen as equals with adults. They need to be given respect. They need to be given the FREEDOM to develop, balanced with SUPERVISION and SAFETY limits.
Their nonconformity to systems and to discipline will make it difficult to get through their childhood years and perhaps even their adult years”
Are not any group of children either very compassionate and caring or callous and apathetic? Do not many “normal human” children go through emotional pain and sometimes seek revenge? And, do not many children with developmental delays or challenges display nonconformity to systems and discipline-is that not how we recognize that they have a syndrome in the first place?
Let’s look at a few developmental challenges that parallel the characteristics of the so-called Indigo Children.
As we saw before, there is Asperger’s Syndrome and other PDD-NOS syndromes (pervasive developmental disorder not otherwise specified) which are part of the Autism Spectrum Disorders. It is interesting that one of the criteria for labeling a child as an Indigo, is unusual intelligence levels for chronological age. Hans Asperger who first identified Asperger’s Syndrome, often called his patients “Little Professors”. Some of the symptoms of Asperger’s or High Functioning Autism which coincide with Indigo are speech and language peculiarities, social and emotional difficulty and difficulty being accepted by others in a typical group, problems understanding and interpreting non-verbal communication such as body language and facial expression, excruciatingly excessively technical thought patterns often correcting others on petty differences in dialect or ideas and often mis-interpreting jokes or sarcasm in a dry logical way, speaking pedantically, paranoia, having an inability to accept changes in routine, extreme sensitivity to light, touch, sounds, tastes and sometimes smells. Children with AS are very likely to have comorbid ADHD and/or Obsessive-Compulsive Disorder. People with Asperger’s syndrome very often mention a feeling of being detached from the world around them and often withdraw or become problematic in their behavior patterns.
Schizophrenia has fewer coinciding symptoms than does Asperger’s Syndrome: sensory hallucinations or extreme sensory sensitivity, visual distortions (which may coincide with the perception of Indigos having ESP or being able to see visions), delusions or strongly held beliefs such as believing one is superior or regal, or being from another race than human, and tangential thinking or having overpowering compulsive thought patterns.
Conduct Disorder, Antisocial Personality Disorder and Oppositional Defiant Disorder (ODD) also share common traits with Indigos including over-aggressive behavior, intimidation, lack of guilt, low frustration threshold, defiance/noncompliance, anxiety and an argumentive attitude.
Individuals with BiPolar symptoms, especially children, often exibit the following during manic episodes: unrealistic beliefs in their own abilities, a feeling of superiority or thoughts of oneself as being indestructible, hallucinations, delusions of being someone of great power, such as being royalty or even deity. These symptoms are far more pronounced in children than in adults. Sounds a lot like the symptoms of Indigos.
There is also something called synaesthesia in which a person’s sensory wires somehow get crossed and they may “smell” a sound or “feel” a taste, etc. Often this results in exaggerated sensory perception and intolerance to certain sounds, smells, or touchy-feely things, including the sensation of being electrically shocked by certain textures.
ADHD also seems to fit the picture pretty well when it comes to explaining Indigo. There are three types of ADHD in itself, but it is comorbid so often with
other syndromes, very often with Bipolar Disorder, that the list of sub-types could be considered endless. The three individual subtypes are hyperactive-impulsive, inattentive and combined. The child with ADHD combined with BiPolar disorder will display feelings of superiority, elated mood and possibly rapid and “adult” speech patterns. AHDH can be described in one way as having no “Intellectual Depth Perception”, in other words everything the child is exposed to is equally important in his/her mind. The person in the back of the room doodling on paper is in the same category of importance in the child’s mind as the teacher at the board or the chair in front of him/her. He can’t separate them as to importance, everything blends together.
The last disorder to be considered is McDD or Multiple-complex Developmental Disorder. This is an autistic spectrum disorder. Children with McDD often are either very clingy to the point of being controlling, or quite oppositional toward those in authority, often a child with McDD will pretend to be compliant simply long enough to get something they want, then they immediately become oppositional. They often entertain irrational magical thoughts or thoughts that are much more sophisticated than their peers in the same chronological age group. They have a tendency to confuse reality and fantasy to the point of inability to function in social situations, and may have delusions which produce thoughts of having omnipotent powers, and/or paranoia. All of these have been listed as Indigo traits.
One other footnote, the media is so very influential on both children and adults. Probably 75% of children’s programming deals directly with New-Age or other alternative religious beliefs and practices. Everything from Yu-Gi-Oh! to the Avatar involve very spiritual material and influence children’s thinking and play. For example, in 2006, the Dallas Observer reported on a young boy who claimed to be an avatar who could recognize the four elements of earth, wind, water and fire and was 100 years old. At that time, the animated series Avatar was fairly new and many didn’t recognize the boy’s comments as being directly from a cartoon.
The traits described as “Indigo” can also be linked to Piage’s stages of development. In the Preoperational Stage which normally lasts from the talking stage to about age 7, the child thinks in a fantasy manner, he envisions the way he would like things to be, and formulates his thoughts to match those visions. The child may also expect others to think in a like manner. When the Concrete Stage is reached, thinking links more to reality. Perhaps Indigo children simply become “stuck” in the Preoperational Stage and, although they increase in intellectual knowledge, they never get past the socio/emotional stage of a preschooler. Piaget, Vygotsky and Bruner all link cognitive development to social contact interaction amongst peers both of the same age and older. If Indigos are separated from peers by being labeled as “gifted” or “metagifted”, they will miss that social development that is such an integral part of every child’s growth, deprived of a vital puzzle piece.
In actuality, many children who are touted by New-Agers as being Indigo, can probably be grouped into what I consider “Environmental ADHD”. Although most Early Childhood professionals would disagree based on their training and available information, I believe that not all ADHD is caused by chemical or genetic imbalances, this applies as well to some of the other syndromes mentioned previously in this article. If the medical journals object to ADHD being considered an acquired malady, we will call this something more accurately descriptive, say “Environmental Anxiety Syndrome”. Nothing magical or other-worldly: through the pressures of our current societal expectations, we are creating a disorder in our children.
We are creating children with no conscience
Children are encouraged to take as their heros the strongest, most aggressive, most anti-social characters. Take for example, the heros in many movies such as the Swan Princess-the villain makes his plans and then sings a little entertaining ditty about how glorious evil-doing is, his ditty is a full-blown production while the hero’s is meek, soft and pales in comparison, and children are drawn to the bad guy. Children are encouraged to win at any cost, to anyone, and not just in the sports arena. When is the last time you saw someone politely take their place in line? Hold a door for someone? Drive courteously? How many times per day do we lose our temper and instead of “holding it in” for the sake of social correctness, just start yelling in public? Cursing? Impatience seems to have become a burden rather than a virtue. How many adults do we see these days who actually take time with kids? Most often, you will hear the phrase “I don’t have time for this,” and it is particularly disturbing when you hear a 3 year old repeating that phrase…and meaning it.
Today’s children haven’t the time to develop a personality of their own, rather, they end up adopting that of the nearest hero, be it a close care giver, or a television character, and all too often the influential personality who is chosen (by choice or by desperation) is an anti-hero type: aggressive, strong, pushy, impatient, the one who comes out on top at the expense of others. The media is largely responsible for this, however, preschool programs can be as much to blame.
Preschool attendance could be at least partially responsible for “more intelligent” actions showing up at earlier and earlier ages. Some of this can be attributed to preschoolers being exposed to multi-age and multi-cultural group settings, availability of equipment and learning tools which were not previously attainable in home-settings or which may be prohibitive financially to the home-setting but which are basic requirements for pre-school environments, and an earlier push toward skills acquisition which was previously reserved for older children. A rigid set of standards (called Benchmarks) have been established for children aged 3 and up which is not only used to assess for Kindergarten-readiness, but as well, serves as a formidable finger pointed in the direction of the parents, “If your child isn’t able to count to 100 by the time he/she is 3.5 years of age, he/she is doomed to failure and as a concerned parent, you must prove yourself by enrolling him/her in such and such program or purchasing such and such computer program until such time as he/she ‘catches up’ to what we consider the norm.” “What? You think they learn by doing? You let them play? Bad parent, very bad parent! You are failing your child and everyone will know it.” Very little emphasis is put upon parent-child relationships, security in the household, learning by discovery or child-directed learning. Everything is by the book and by the list and achievement-oriented with emphasis on numbers which can be documented and presented to government programs in the hopes of receiving grant money as a reward. Offering rewards for achievement which pit preschoolers against each other academically, playing competitive games in which there is clearly a winner vs a loser, expectations above the social, physical and academic developmental level of the age group- all of these create a sense of competitiveness which sets young children up for aggression and lack of empathy later on. Very young children must be treated on an individual level because they mature and develop at different rates, not everyone walks, talks, or draws a triangle right on time according to some chart of the “norm”. Preschool age children must develop a solid foundation of who they are and who others are and a strong emotional base before they are emotionally and intellectually ready for the rigors of a competitive “me-generation” world. To ignore this and throw them into a structured, adult-style environment is simply setting them up for social failure and frustration, you can’t pu
t your feet down if the sand under them is not solid enough to resist being washed away right from under them, you are going to flounder until you either drown, or end up latching onto someone else and taking them down with you. All too often, that is what happens when these children become emotionally unstable teenagers; combine hormones with lack of emotional base-learning and you have a powerful bomb.
We are limited beings, but we are trying to create a limitless world
We mistakenly give children everything we did not have, including unending freedoms, choices and opportunities (which by the way may be mis-interpreted by a child as pressures) and at the same time rob them of the stress-free environment children had 40 years ago while growing up. We may assume that removing strict rules and routines from them will give them more space to grow and develop, but we may be actually creating more stress on their pliable little minds which are still struggling to make sense of the world and which need a secure, unhurried, pre-structured and quiet lifestyle to develop the cognitive storage space and ability to use what is stored therein.
If they are not given limits and boundaries within which to operate, their world is,-rather than limitless as some would present- shapeless, in-cohesive, obtuse, without ties or security. If a child runs to the edge of his/her world and does not find a comforting wall off from which to spring and then return to the familiar place and gain his bearings again, his world is simply a shale cliff on which he perches. Infinity is a very frightening place.
We are pushing our children to grow up too soon
By encouraging children to dress, act and react like little adults and by forbidding them the normal silly idiosyncracies of childhood, we are putting tremendous pressure on them to do and be something they are not yet equipped to achieve. According to The Hurried Child by psychologist David Elkind, “The real danger of growing up too fast is that children may learn the rules of social license before they learn the rules of mutual respect”, and “..children who sound, behave and look like adults still feel and think like children”…”their sense of personal identity may appear more mature and secure than in fact may be the case. ” Which leads to stress, stress, stress.
We are stressing our children into anti-social little rock/islands
Stress is basically a reaction to change and insecurity. In our current world this is an ever-present burden, we are exposed to constant change, therefore constant stress. Stress begats fear, whether or not it is actually understood as such at the time, and with fear, people develop the “me” sense, the self-defense mode turns into an overpowering monster. When we put a ridged measuring tape to our children’s achievements, we create the worst kind of stress. Children have as many pressures and stresses placed on them now-days as adults, maybe even more if the adults in their lives are struggling with their own issues while the children are trying to raise themselves and/or siblings on their own. Children feel obligated to impress significant adults in their lives, and if adults demand more than they are developmentally ready to give, they either learn to put on a good “fake-out” show, or burn out. The No Child Left Behind standards are actually creating more stress on children and teachers than necessary and creating an environment of stress in which children are being pushed and badgered so hard that academic achievement is actually dropping rather than being accelerated. Again, according to Elkind: “When children are pressured to grow up fast, important achievements are skipped or bypassed, which can give rise to serious problems later.” It is accepted by experts that stress can cause many symptoms in children including some of those ascribed to Indigo children, Asperger’s, ADHD, ODD, and a range of others.
Here is a question, since we no longer battle cave bears for a living, we no longer need the “fight or flight” response, when we are under a great deal of stress, the fight or flight still kicks in and releases certain stress hormones meant to help us either defeat the enemy or run like heck, but since our new brand of stress isn’t physical, those hormones build up in our system with no purpose. Do they then modify their “purpose” and cause some of these “syndromes” we have been discussing? What about pregnant women? Under stress, do those double-f hormones cause disturbances in the developing fetus? Seems feasible. Doesn’t seem curable considering our current path, but very feasible.
We are undermining our children’s ability to learn and think in logical sequences
Modern Children’s Programming = “hyper” and “stressful”. For example the latest episode of Power Rangers/Mystic Force jumped from scene to scene with such frequency and with such a difference in color and presentation of human forms in the foreground that it actually created the illusion of movement within movement, ie: while the character in the scene is moving (fighting, etc) in the normal sense, the scene is changing and flipping from scene to scene, causing a conflict in concentration and making continuity nearly impossible both visually and cognitively. This creates conflict in the thought process and creates confusion. Repeated exposure to this during early childhood could quite possibly cause mis-wiring of neurons or confused thought patterns?
The newest version of Power Rangers is called, quite appropriately “Overdrive”, this is exactly what these programs are doing to our children’s minds, putting them into high gear with no relief.
In addition, in programs such as Power Rangers, the graphically violent scenes are filmed in a close-range perspective, creating in the viewer the illusion of being in the place and person of the character being viewed, fire-y backdrops explode behind the characters at close range, hideous masks are used to depict villains and are flashed at short intervals on the screen at close range so as to inflict the fight/flight response repeatedly. References to killing, torturing or eating [the power] of the main characters and especially this: threats to the characters’ mother and/or father and shocking scenes of the character’s parents being held captive and then being magically thrown from the clouds to a pounding land on hard ground where they lay motionless and the main characters grieve their apparent demise at the hands of seemingly omnipotent evil doers serves only to incite fear of loss of family and security in very young children and, in the case of at-risk family situations, even in older children causing anxiety, fear, and a feeling that not only is the world outside a constant threat of torture and killing, but that at any time some “bad guy” could burst into the home and do the same at his own bidding. No place is safe in the minds of these young people. Life becomes a constant fearful race to get through each day without harm to themselves or loved ones. A child may also adopt a power attitude for him/herself in which he/she feels responsible for trying to protect his/her loved ones from the perceived dangers and may try defending against something that does not exist, causing frustration, or he/she may develop anxieties regarding his/her own vulnerabilities and weakness’ that he/she will not be able to fulfill the self-imposed duties of protecting the loved ones and may develop a shell of protection incited by guilt at his/her own inability to become omnipotent like his/her heroes who eventually defeat the foe. The age-rating system does no good as many parents don’t heed it, and many children of the correct chronological age, are still not emotionally mature enough to handle the programming.
As children’s programming expands further and further into the adu
lt-style of storytelling, more and more subjects are addressed in such a fashion that very young children cannot comprehend, and it is well known that very young children take everything presented to them in audio/visual form (ie; television/movies) as fact and as happening in the now. Children most often cannot understand flashback scenes, and the lack of continuity caused by these little story-enhancing interruptions wreaks havoc with comprehension skills which are trying desperately to develop a strong base in a mind which is recording and filing first experiences at breakneck speed.
If images and storylines are not presented in such a straight-line and logical way as to be recorded properly, they will end up in some sort of semblance which, rather than being recalled in a proper sequence and order, will be recalled in chaos. This pattern, if repeated enough could cause a permanent pattern of mis-comprehension and a scattered thought pattern when receiving information or stories and when recalling. In other words, if the file cabinet isn’t set up in an orderly fashion in the first place, it may forever be slower and more difficult to file and retrieve the parts needed to recall information when needed. Parts may be pulled from an out-of-order system and then have to be sorted in a secondary process before use, delaying response and frustrating the user, at which point he/she may stop the project to obtain relief and make excuses not to return and finish the request or just “veg-out” to avoid the task. If this “system” is in place and stays in place by the time a child becomes high-school age, the file cabinet may be so full of mis-filed or poorly arranged information, it would be an ominous task to re-do the file drawers to create order and relieve the child of the burden of the extra work necessary to sort the information into usable form. By that time the task may seem insurmountable to both student and teacher and they may be tempted to just give up and live with what they have to work with. It takes much, much determination and fortitude, especially on the part of an older student to conquer such a disability and correct previous errors while working to improve acquisition skills while at the same time, receiving the stacks and stacks of new knowledge required to be absorbed during the school year while he/she is doing the previous tasks as well. A child with this sort of learning/re-learning challenge really should be allowed the time off from new acquisition in order to re-file the previously absorbed knowledge into a usable form. After that is complete, and after he/she has learned to file information in a logical sequence, he/she can learn new concepts without interference from previous learning patterns and random recall of incorrect or misfiled information. A clean slate so to speak. This is imperative to avoid furthering confusion and fostering failure which results in poor self esteem and/or depression which can further impede progress, healing and future learning.
For pre-k children
It is absolutely imperative that repetitive books be used and read in proper sequence, over and over throughout the year, not just during “theme unit time”. This ingrains in the mind the sequence of a story and gives the child some idea of patterning. Also, several books with very similar storylines would be helpful in giving the child a sense of logical comprehension skills. If the stories run in similar patterns with similar outcomes, it re-enforces patterning in the “file cabinet” of the developing cognitive functioning of the mind.
In addition, the adult-content and humor contained in animated cartoons is clever, but inappropriate. According to Elkind:, children cannot fully understand satire until they reach Piaget’s “Stage of Formal Operations”-at age 11 or 12. This only furthers the confusion already fostered by the presentation method used in the cartoons.
To make a long story short
It is my belief, supported by established facts, that the “Indigo Phenomenon” is merely a convenient way for parents who are, for some reason unwilling to acknowledge their children’s neurodiversity, and would rather label them as something non-human ie descended from another race far, far away. Would it not seem a better way, to learn as much as one can about the differences our children exhibit, indeed that all children exhibit, (and thank the powers that be for our diversity!) in order to nurture those differing learning styles and promote excellence in all children? Give them the “tools” they need and turn them loose, and children will excel all on their own, they’ve been doing it for thousands upon thousands of years, after all, Mother Nature wasn’t born yesterday, “she” knows what she’s doing, let’s let her continue. If we don’t, she’s liable to call for the curtain.
“If youth, throughout all history, had a champion to stand up for it; to show a doubting world that a child can think; and, possibly, do it practically; you wouldn’t constantly run across folks today who claim that “a child don’t know anything.” A child’s brain starts functioning at birth; and has, amongst its many infant convolutions, thousands of dormant atoms, into which God has put a mystic possibility for noticing an adult’s act, and figuring out its purport.”
A quote by Ernest Vincent Wright
Los Angeles, Calif.
The National Institute of Mental Health is part of the National Institutes of Health (NIH), the Federal Government’s primary agency for biomedical and behavioral research. NIH is a component of the U.S. Department of Health and Human Services. All material in this publication is free of copyright restrictions and may be copied, reproduced, or duplicated without permission from NIMH; citation of the source is appreciated. Kryon and Lee Carroll
Definitions of Indigo Children, Characteristics; ADHD; Crystal Children
Children and Metaphysics
Indigo Section Index
Understanding Why School Violence is Happening
Children of the New Earth: Crystal Children
Wikipedia: Indigo Children
Indigo Children from Mars; Great Transition 2012
Pravda: New human race of indigo children appears on Earth
Pravda: Indigo children’s immune system is several thousand times stronger than that of an average human being
Scientists find Extraterrestrial genes in Human DNA
Special Provisions for Indigo Children
Music selected just for Indigo Children
Information plus photos of a specialized Indigo school
Ancient Prophecy and Myth
We Are All Related , by Dr. Allen Ross (Native American/Blue Kachina)
Bipolar Disorder Can Affect Young Children, May Co-Exist With ADHD
New Theories about Smart Kids
Brains of very smart kids mature later
The Stress Factor
Activity Overload: Are Kids Doing Too Much?
Medical Factors/Environmental Factors
The Brown University Child an Adolescent Behavior Letter, January 2004
Many parents encouraging tots to watch TV
The Brown University Child and Adolescent Behavior Letter, Jan. 2004
Would you have allowed Bill Gates to be born?
Theories of Early Childhood Development