The Child's Soul Identity — Not Answers but Questions

During my years of practice at Núcleo Mãe Maria, I have gathered clear evidence that learning disorders are usually the final manifestation of early birth traumas, including rejection, abandonment, violence, sexual abuse and fear, as well as nutritional and hereditary factors. Sometimes a single bottle of the remedies has been enough to change the life perspective of a child in dramatic ways.

We have found that it is important to have a team of professionals, each one reporting to another and working for a common result. Our educational supervisor, who is able to view the progress of the children from another vantage point, describes the unique role of the flower essences as helping the child to find a center, or core identity for encountering life. This deeper identity of the child must always be considered, for we cannot simply change the outer behavior. It is impossible to help the children of Núcleo Mãe Maria without addressing their emotional past. These wounds affect their current behavior as well as their future potential.

I can only approach my work—not by having answers—but by asking questions. For instance, when I work with emotionally distant, absent-minded, or ungrounded children, I always ask myself: “What makes them refuse to be here? Why are they not grounded, or connected with their bodies?” I realize that the pain of being in their bodies is so great. I know that I cannot bring them fully to earth without providing tools to face their reality. When working with disadvantaged children, there are many “whats” and “whys” to answer. We are called to do our deepest and most compassionate work. The time cannot be wasted, for there may be only a single chance to make a difference in their lives.

Flower Essence Formulating: Creating “Attunement”

I believe that flower essence therapy is a healing modality that can be understood scientifically, but also has to be practiced artistically. I have a musical background, and every time I make a formula it seems to me that I am creating a song. It is a healing structure that literally brings “attunement” by helping the client to hear the “tune” or musical harmony that resonates within the soul, resolving dissonances that stand in the way. Like music, the healing effects of flower essences are rhythmic, and we are challenged to create the necessary patterns and timing so that each client can “hear” and respond to the composition.

Working with flower essence formulas has also allowed me to broaden my work at Núcleo Mãe Maria. Most of my healing work with the children is conducted on an individual basis. However, it is not possible to give specialized attention to every child, especially as our work has increased with more children every year. Therefore, I also consult with the teachers to design more general prescriptions for the classroom. These formulas are structured according to the main needs of each classroom. The applications may be standard internal dosages, but also include misting formulas for the environment of the classroom at least twice during the learning period. The teachers report this method is surprisingly effective, helping the concentration and general behavior of the students.

Working with flower essence formulas has also allowed me to broaden my work at Núcleo Mãe Maria. Most of my healing work with the children is conducted on an individual basis. However, it is not possible to give specialized attention to every child, especially as our work has increased with more children every year. Therefore, I also consult with the teachers to design more general prescriptions for the classroom. These formulas are structured according to the main needs of each classroom. The applications may be standard internal dosages, but also include misting formulas for the environment of the classroom at least twice during the learning period. The teachers report this method is surprisingly effective, helping the concentration and general behavior of the students.

Providing Nurturing Forces for Young Children

Children who attend kindergarten (6 years of age) are now receiving flower essences early. The main strategy of my flower essence formulas is to help each child feel emotionally safe and receptive to learning. Mariposa Lily is a foundational remedy to provide nurturing and supportive forces and to heal disruptions in the mother-child bond. Other major essences that are frequently used include Mimulus (insecurity, shyness or a fearful response to common life situations), Chestnut Bud (to instill rhythms and patterns for learning, especially movement, perception and coordination), Honeysuckle (to enter a new life phase, to leave behind old memories or insecurities) and Clematis (to be present and alert and come more fully into the body).

Older Children — Restoring Dignity and Opening the Heart

Some of the older children are already involved in drug use and sexual behavior. Sometimes the whole family is involved in these activities and it is an extremely delicate situation to address. These children are more hardened or defended, and so we must start with very specific situations.

The resolution of these symptoms is a pathway for receiving further therapeutic help, and a chance for these children to begin to reflect on their lives.
Some of the major flower essences indicated in such cases include Vine (to soften the heart and curb aggressive tendencies), Baby Blue Eyes (to address cynicism and emotional dryness), Saguaro (to respect teachers and other authority figures, and to develop responsibility), Willow (to resolve resentment and feelings of injustice), Chamomile (to provide calming and ease explosive tempers), Holly (to heal the heart’s pain and develop unconditional love and trust), and Cherry Plum (for loss of nervous control). These remedies are administered as internal dosages and are also utilized in misting bottles for the classroom.

Many children are exposed to sexuality very early. Some are abused, while others are exploited for monetary reasons. Many are gripped by addictive patterns that provide an escape from the intensity of their lives. Some of the key remedies that I use to address these issues are White Trumpet (Easter) Lily (to cleanse aspects of fallen or hardened sexuality that is divorced from a spiritual identity), Heather (for intense preoccupation with sexuality or addictive tendencies such as masturbation), Echinacea (for trauma and assault to the core identity of the child) and Baby Blue Eyes (to restore dignity, trust and confidence, especially in the case of sexual abuse).

Wild Oat has been of great help to all of these children. It opens new life pathways and helps the children consider their unique talents waiting to be developed.

The Greatest Need: Healing Fear and Finding Love

Addressing Learning Disorders in a Soul Context

There are also many outstanding flower essences that can directly help the learning process such as Clematis, Chestnut Bud, Impatiens, Shasta Daisy, Madia, Cerato, Larch, Cosmos, Rosemary, and Peppermint. However, these flower essences won’t be entirely effective unless we also address the deeper soul needs of each child. This requires not only a good knowledge of flower essences but, even more importantly, learning how to be alert and receptive to each child’s unique feelings.

We are called to be open to feel each child and to respond with love in our hearts to their suffering. Needy children are not different from us, or from any other children—they seek to be loved and the flower essences can help nurture these soul impulses.

About Rosana Souto

Rosana Souto has trained widely in the field of healing arts, including astrology and flower essence therapy. In 1990, she left her original career as a chemical engineer (State University of Rio de Janeiro, 1977) to dedicate her life to helping others. She is a flower essence therapist, teacher and a leader in establishing social service programs with flower essences.