How to use those notes

If you haven’t yet, I’d highly recommend you read the introduction for this collections of notes that is in this post. This is also where you’ll find the index for all the profiles and a gathering of all the notes for each line so you can get a fuller picture for your child’s profile.

✨ Parenting a 3/5 ✨

Practical take-aways from the section :

• let them glow : ENCOURAGE them to make mistakes, don’t tell them what doesn’t work, don’t look at what’s wrong [3]

• feed they need for stimulation [3]

  Nothing worse for a 3rd line than to hear mistakes are wrong or what doesn’t work

  “I mean, there are so many people that are so caught up in mistake as as something that is this deep, endless pit of negativity. You made a mistake, that's a mistake. It's your fault in all of this stuff. But mistake, there's no choice. There's no choice. There are no mistakes. There are processes, you can call it anything you like, you can call it a “schmortz”, it doesn't make any difference, it is simply a process.

  And what we do is we say “you made a mistake”, and then we say “you're bad, you're stupid, you're inefficient, you know, learn better, blah, blah, blah”.

  Instead of seeing that these third line people, they're here to make mistakes.

  That's how they know what doesn't work. And then they can tell you, and instead, they have parents who say to them, “don't ever make that mistake again”. You know, it's torture for them. And they think that there's something wrong with that. I mean, they really think there's something wrong, when really, there isn’t anything wrong, that's what they're here to find out. That's their job on this planet, to collect what doesn't work and tell people. 3/5 universalize.

  Don’t you tell them what doesn't work. Don't do that. I did it. It's terrible. Don't do that.”

  Give grace to the 3rd line : don’t look at what’s wrong

  “One of the most important things for them is to not give up” [note : different from breaking bonds]

  “So if you have a 3/5 child, you know, you have to learn to give grace to that third line, you have to give it its grace, you have to allow them to go through their process. I've taught at many levels, I've taught in all kinds of environments. And one of the things that I've always done with students of mine is that I've always provided them with positive reinforcement.

  I never looked at what they did wrong. I never cared about their mistakes. I never made that an issue, because it's not. It's the way we learn. We go through these processes. The third line must do that. And they must be respected for that.

  So that when you have a child who says, you know, I tried this, and it didn't work, and I'm going to leave it. The thing is not to say to them, oh, yeah, you're leaving another one. I can't stay with anything. You know, it's not that typical attitude. It's, well, you must have learned something interesting and that anyway, that's all. Don't throw it away. Don't bury it. That's something you got something out of that you did it you went through, it didn't work, okay. But there were things you learned in that don't see that as a mistake. Don't say that you made a mistake. I mean, this is a horrible thing. I mean, it's a horrible thing that we do to human beings.”

  How to let a 3rd line glow

  “You know, this is the beauty of third line people. And of course, the moment that we reinforce that the moment that we show them this is normal, it's okay. It's alright. That's your gift. You tell us what doesn't work. You've got different human beings say they start to glow. “I made another mistake. And it's wonderful.” Because after all, that's the way it should be. “Yeah, I went through that it didn't work. That's another one. I'm gonna mark it down in my didn't work book.””

  Multi-level stimulation that allows making and breaking of bonds [3rd line]

  “One of the most important keys, particularly for young adults, who have the third personality, particularly, and they're headed in towards some kind of a career in life, that it's so important for them to understand that they need to have the kind of work in their life. That is, that has a multiple level of stimulation. I mean, in simple terms, if you're a third line person, and you see a new client every day, you're not going to quit your job. You know, day 1, you meet a client, you make the bond, and then you break the bond, day 2, you can meet a client make the bond to break the bond. But if you have to see the same client every day, and you have to service them for years, you're going to divorce them, you're going to go away from that and not return.”

  Children that need to go through their 3rd line experiences before they can become the 5th line saviors they may become if correct

  “3/5s, they're here in this life to be bumped into and to seduce the other. And out of that they have their opportunity through trial and error to find out how they can be a saviour, how they can be a general, you know, they start off wanting to be saviours and generals when they're babies. That doesn't mean they can do it doesn't mean that they have the practical tools.

  You know, these are children that really have to go through in life, they have to have their experiences, they have to add up those experiences until they get to a point where they know how to bring something practical. And in bringing that they really get their reward because they get in a sense, they get a larger glow around them than other profiles, because they get the projection field attached to them. And in that they can feel wonderful instead of being depressed and nothing works and all of that stuff. And it all goes back to what they are as children.

  See, the the adults coming to this knowledge always comes with a handicap of deep conditioning. You know, you're all in a restart programme. And it's it's a long term programme. It's a seven year phase in your life, it takes time to become yourself. In the same way, if you get to that point, our children don't have to go through that. We can eliminate that in their lives. They don't have to be negatively conditioned. They don't have to learn later in life, that their mistakes were really their truth. And it was of great value to them. They don't have to see themselves as failures, they can understand their beauty and their place in this life. And everybody has a right to that.

  As an adult, it's harder it takes takes more time takes more focus on your part. Young people will grab that very quickly. It's a different movie. But if you're dealing with 3rd line children, please or friends of yours or what you come across in your work, you know, let them know how important that is for them to understand that this trial and error process is something that's deeply healthy and important for them. It's not to be punished. It's not to be made fun of. It's not to be ridiculed. It's not to be debased. It's not to be any of those things.”

  3rd lines, their need for stimulation & school

  “3rd lines is this need to have work in which they have a great deal of stimulation, in which they're not fixed on doing the same thing, this essential now think about what that means for children in school, who have a third line thing. And you know, our school systems are one of the most boring environments that exist. And we've extended education to the point that we have most people in schools until they're in their 30s.

  So, you know, what we've done is that we've really, you know, we've opened all of that up, there's an enormous boredom space in there, the same stuff over and over and over again, the same face over and over and over again, a third line student who has to look at the same teacher day in and day out six hours a day, they go nuts. I mean, it's something that is just so uncomfortable for them.

  And again, at some point, we have to begin to respect the fact that each and every one of us has a unique way, in not only in the way in which we digest knowledge, but in the way in which we have a right to get knowledge delivered to us. You know, this is so important to see.

  And of course, if we're dealing with the way in which the school systems operate, we know that mistakes are punished. We know that if you're a 3rd line student, and you're going to make your mistakes, you know that you're the one particularly that's going to be pointed out and punished for that you're the martyr after all, you see, she still can't do it, you know, whatever the case may be, you know, pointing at the blackboard, it's a horrible thing for them.

  And of course, this again, goes back to, you know, the, what it means to be a part of knowledge, when it's new. All of us can see how nice it would be if our teachers, if our administrators, if the workplace, if everybody really understood everybody else, it will be a much more peaceful and beautiful life. We all know that. But of course, that's it, at least at this moment, is a deep, deep, deep, deep idealism, we have to deal with what we have. So what we need to do is that we need to make sure that we protect our children, by educating them ourselves to make sure that they understand.

  And at the same time, if you have influence, or you have the kind of connection with a teacher, or with somebody that they're you're working with, or they're going to work with, you know, to try to get it across to them what they need to know about that child's in order to protect it. It's pointless for us with this knowledge, you know, not to make as great an effort as we can to help any young person that we can, because it's essential, we don't want them to be as fucked up as all of us.”

  More on the 3rd line children in the 1/3, 3/6, 6/3 sections.

  More on the 5th line children in the 3/5, 5/1, 5/2 sections.