The importance of thought energy in relationships (part 3)

January 19, 2024

The Importance Of Thought Energy In Relationships (Part 3)


Parent-child relationships are the foundation of our complete life. The earliest habits that children acquire in their lives are from their parents. Very often parents try and impose positive habits on their children. A very common trend that we see nowadays where parents will scold their child for common negative actions like getting angry, for lying to them, for watching inappropriate stuff on different mediums of technology like television and the internet or for getting involved in relationships with the opposite gender at a young age or even smoking and drinking. Very commonly parents are not satisfied with the change brought about by children by following the rules that they have set for them, causing parent-child relationships to get strained. Why is it that inspite of children knowing that parents are concerned for them, they do not listen to their instructions and continue with the negative habits? A more powerful medium than words, which reaches children on a physical level, is the personality radiation of the parents which works on children invisibly. It reaches them faster than and much before the words do. Parents dictate the change but don’t be the change. What that means is similar habits of lust, anger, greed, attachment, ego etc. exist inside them which keep travelling to the children on a subtle energy level. These negative energies influence their minds negatively much sooner than positive words in the form of instructions, leaving the words as good as ineffective.

Also considering another common relationship that children have, the one with their school teachers. Many investigations confirm that teachers’ expectations, whether negative or positive, form one of the most influential factors in the academic performance of their students. If teachers expect good results from their students and have complete faith and confidence that they will succeed, their performance will be much closer to their real capacity than if they are expecting poor results. Very often in schools, the teachers’ words regarding the performance of the children are not a direct reflection of their thoughts. Their words are full of faith and hope in the students’ success but thoughts are lacking in optimism with regards to the same. Negative thoughts of fear of probable failure of the children, in the minds of teachers, inspite of positive words of encouragement, negatively influence impressionable minds of children. This leads to their poor performance in school exams.

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