What is the Diagnostics of the Child’s Inner Potential?

Each child can become a genius and splash out his unique aroma in this beautiful world.

Children are born with different initial inclinations. More precisely, almost all of them are born geniuses. However, routine of life and their parents’ habits are doing their worst. The children’s talents go deep into the subconscious. Most of them experience that in the period from three to seven years old.

Only few manage to maintain contact with their field of power. Usually, these children stand out from the crowd from an early age. Like uncontrollable rockets, they seem to know from somewhere, what to do and when. It can be said that they are lucky or that God loves them more than others. Their gift spouts from them like a powerful volcano. Usually, such children grow up very quickly and remain in the memory of generations as great people.

However, this is an exception to the rule. By and large, after seven years, most children have no access to their own potential. Dear adults, especially parents: this is our responsibility with you – down with the word “fault”!

For the child to become a genius, his potential is to be unsealed and released. This requires special technology and a wise mentor, who is able to identify his talent and bring it to fruition. Finding one and the other is a special luck.

Consider that you are lucky right now. You read these words: it means that you know where to go.

We propose to stop complaining about your destiny, saying that one is lucky, the other is not. This is only partly true, but only partly.

Thomas Edison in the school was declared mentally disabled. Frederic Chopin was diagnosed with a lack of musical ear. Mahatma Gandhi was a descendant of the poorest and despised caste of the Indian society. The work and faith of their parents, their own perseverance and following their own dreams gave this world many more geniuses than a mere combination of circumstances.

So, dear parents, do not dare to reproach your destiny. Usually complex and unfavorable living conditions are simply necessary for cultivating the right quality in a person. Maybe this is just your case? Or your child’s case?

We at the Center 3/7 begin working with a child, starting from the initial positions, given by life itself. That’s what we do, dear parents.

Step one. We watch your child and determine his type of thinking.

This step is incredibly important. It shows how your child understands this world and his place in it. Based on our twenty years of experience and adaptation of centuries-old knowledge, we identified ten types of thinking.

For example, people with the systemic type of thinking immediately embrace many objects with their attention, noticing connections between them – existing or possible. They manage these connections and usually generate a huge number of contacts, through which they solve their vital issues. Children with this type of thinking are usually very talented by nature. They grow up to be wonderful politicians, leaders, financiers or businessmen.

People with critical thinking, on the contrary, embrace very small fragments of reality with their attention – as if they penetrate with a ray of light through darkness. However, they are able to study the question or topic to incredible depth, so they usually become very good and quality professionals. If you are visiting a doctor with the critical type of thinking, then be assured that he will get to the core whatever it takes.

If you understand how your child thinks, then you know his system of deciphering the world. You know how to find contact with him, how to convey knowledge and develop a skill. You do this as quickly as possible, without needless effort and without making typical mistakes.

Step two. We determine the child’s strengths. These are character traits, relying on which, he can achieve his dream.

This is a direct continuation of the study of the child’s type of thinking. Each of the ten types has a stable set of characteristics. For example, the critically thinking children are often persevering, patient and capable of bringing things to an end; the systemically thinking children are sociable, generous, cheerful and very intelligent.

However, each child has some qualities that are stronger and others that are weaker. By watching him, we note his individual situation.

Step three. The child’s talents, which he is given by nature from birth.

At this stage, we identify more surface properties than the type of thinking: to put it simply, a talent for drawing or an ability to beautifully sing. Usually such manifestations are strings. Pulling them, it is possible to open up a profound gift, which is hidden deep inside. Talents also indicate the professions, which the child is able to master and in which he will discover himself with pleasure.

Step four. We identify his character’s weaknesses and qualities preventing the child from developing his potential.

Each type of thinking involves not only strengths, but also weaknesses. For example, the critically thinking children often like privacy and have difficulty in establishing contact with other people. They can be overly irritable or self-critical.

The systemically thinking child may turn out to be lazy or presumptuous. If the negative quality is strong enough, then it can level out its strongest talents.

Step five. We determine the level of quotients of personal effectiveness.

Humans are biomachines. Each of us has a body, emotions and intelligence. We manage one (less often, two) components better, than the other two. This is the reality.

If the bodily skills are highly developed, then the child has the makings of the Leader. The VQ diagnostics helps to identify them. If emotions are highly developed, then the child is able to embody himself in Creativity and become Happy. The EQ diagnostics identifies the level of emotional development. High intellectual abilities foretell embodiment through Genius (the prerequisites for its development are identified by the IQ diagnostics).

Along the way, we identify reasons why the quotients are developed in this way, and we give recommendations on their alignment. It is because the quotient with the highest development will always be inhibited by another, which is developed minimally. To put it simply, the child will be a genius, but will be so insecure (the quality of managing his body) that he will not be able to bring his genius ideas to fruition. To save your child from such troubles in the future, we give you our recommendations.

Step six. We do an analysis of the relationship between the child and his parents.

This is a mandatory step, which, when working with children, is usually overlooked. The work of the most skilled teachers often breaks down against cliffs of habits that pass from the parents or against the emotional atmosphere that reigns in the family. Each of us remembers especially unfortunate children in our school, whose destiny was evidently bleak.

However, if we discard chronic and extreme cases, then parents are usually willing to change themselves for their children. If there is assistance from the family, changes in children usually occur incredibly fast. In this situation, any, the most courageous breakthroughs in the direction of genius are possible.

Step seven. We make a strategy for developing the child’s talents, according to the requirements and tasks set by the parents, and the child’s own wishes.

Finally, there is a stage, when we listen to you, dear parents. Having understood the situation of your child, specialists of the Center 3/7 can assess whether it is possible to achieve your goals and how long it will take.

At this stage, as at all previous ones, we give recommendations and useful tips on how to develop the qualities and talents of your child, including on how to improve relationships and restore contact between adults and children.

As you can see, our diagnostics is an incredibly complex product. We assess each child as a complex mosaic. Most importantly, we can decipher this mosaic or decompose it into components, if you like, and then see its development as a fascinating quest, which is to be embodied in the development strategy.

This is another conversation, though. It will address the unique coaches of the Center 3/7.

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