What It’s Like Mentally and Emotionally To Be a Star Kid

By Richard J. Boylan, Phd
Source: Bibliotecapleyades.net Chapter 3

It’s not just physical differences that Star Kids notice about themselves. It’s the different way their minds work. And they intensely feel the emotional challenges that these differences create.

Consider the following letter from a Star Seed who remembers her childhood as a Star Kid, and who has now three Star Kids of her own.

“Dear Dr. Boylan,

“I am now 62 years old, and all my life have felt that I didn’t belong in this body. It feels so awful feeling I don’t know who I am, and worse, don’t know how the hell to explain it to anyone.

“I always felt different, always the square peg in a round hole. Always questioned the things other people accepted. Have an insatiable curiosity, and can spend hours on the net, going from one thing to another. I have been very lonely all my life because I never fitted in.

If I was/am one of the vanguard – and that’s how I have felt the past few years, it would make it easier to accept all the discord I’ve had in my life. All this made me different and I never knew why. I just wanted to be accepted. I was never accepted, and even now don’t have many friends. I confront people and challenge them with radical ideas. It makes them feel uncomfortable, but this has happened all my life, and I feel that this is what I’m meant to do. Why the hell else would I keep banging my head against a brick wall!?

“I don’t remember my childhood; it feels like I’ve really blocked it out, but I don’t think it was so bad that I had to do this. I don’t understand why it’s inaccessible and would really love to have it back.

“Apparently, you could have a conversation with me on any subject at age 2, had a very large vocabulary and knew what the words meant.

“I attended the church school, and remember distinctly when I was around 9 years old that it didn’t make any sense the stuff I heard in church. Have never been a believer in traditional religions. More drawn to the philosophy of Buddhism.

“If other adults come to you with similar questions, I would love to know there is a reason for all this!

“Also, I have three sons, my youngest being a lot like me when he was younger. Had a very high IQ and a misfit, always questioned things! Now he’s 26 and trying very hard to be conventional. Not doing all the crazy things he did when he was young. He was extremely difficult to rear. Always going against the convention. Had an incredible imagination, invented things in his mind all the time. Always looking for ways to do things differently. Was very sensitive, hated school, always wanted to escape to find other things to do, very bored at school, very inventive. Wonderful with horses, extremely talented rider, can fix anything but was never taught. Was labeled very hyperactive as it was called when he was a two-year-old. I don’t know if this means anything, but he was a Caesarian birth. His speech was very advanced early with a large vocabulary.

“My middle son has a problem with drugs. I think it’s his way of coping. He’s now 31. Ultra-sensitive, gentle and caring.

“My eldest son is Mr. Square, but had his own language until he was 3, when he started talking English! Had difficulty in school, was bored in the extreme.

“Does this run in families?

“If you can supply any answers, that I’m not weird, that there are others out there like me, I would be so grateful!”

-B.

The letter from “B” is a very common listing of the different mental characteristics of Star Kids, and how these differences affect them individually and socially. Let’s look at these one by one.

First, there is the matter of “feeling I don’t know who I am,” “always feel[ing] different,” “always the square peg in the round hole,” and “always question[ing] the things other people accepted.” So many Star Kids young and older grapple with being aware that they are different. They think differently than many of the other children do. Their way of seeing things, of analyzing things, of sizing things up is different.

When other, “normal” children in class are listening to what the teacher says and passively reading the textbooks, the Star Kid is noticing the contradictions and inconsistencies in what is being presented, and raising her hand, and asking the teacher to explain the contradictions. Needless to say, this behavior does not make the Star Kid the most popular child with many teachers, who just want to get through with the material and move on. Particularly if the Star Kid exposes a glaring illogicality that the teacher is not prepared to address.

Nor does such independent thinking make the Star Kid popular with many of the other children. Perhaps the least unpleasant outcome would be that such a child gets labeled “The Brain”. But some children resent the kid who doesn’t go along smoothly with the class lesson. They begin to view him as a “troublemaker”, a “show-off”, a “nerd”.

Coupled with the high intelligence and focused studiousness of many Star Kids and their voracious consumption of books and other information, their tendency to arrive at independent conclusions, to tear apart conventional thinking, to use different ways to problem-solve than the one shown in class, and to “matrix” answers by bringing in convergent information from several different subject areas, reveals that the Star Kids are different.

“B” talks about her oldest son as,

“Always going against the convention. Had an incredible imagination, invented things in his mind all the time. Always looking for ways to do things differently. Was very sensitive, hated school, always wanted to escape to find other things to do, very bored at school, very inventive. Wonderful with horses, extremely talented rider, can fix anything but was never taught [how].”

One of the hallmarks of a Star Kid is great imagination abilities. The ability to see things that are not in front of you, the ability to see things as they might be, the ability to see into the future and how things likely will unfold. This flexible viewing system tends to militate against just blindly doing the same old thing. How boring. Let’s see if there is some different way to do things.

Such a gifted imagination also allows for inventiveness: to look at a problem and envision how it could be solved. And such inventiveness is part of the reason Star Kids often get into difficulty in conventional schools.

The difficulties the oldest boy had in school are very familiar themes I hear from so many Star Kids and parents: chronic boredom with school, hating school (but not learning), the ability to do complex tasks without being shown how. Such a conflict is almost inevitable when an advanced Star Kid is placed in a school system designed for the average (not the bright) “normal” human child. And some Star Kids get bored even in the “gifted school programs” designed for superior “normal” humans.

Current ordinary schools certainly are not designed for the Star Kid, whose way of learning is more “matrix”, and not so linear. Star Kids acquire (input) information matrix-style; they process information matrix-style; and they express/share/output information matrix-style.

“Matrix” here means handling experience, life, data, and information in ways which are non-linear, multi-modal, cross-disciplinary, parallel-processing on two, three or more tracks. Let me give some examples.

Samantha, a seventh-grade student, has an assignment to write a short report about the witches in old England. Samantha may get calm and meditative and then use her intuition to get a “feel” for what it was like to be a witch in medieval England. She may then remote-view an English village that was known for its persecution of witches.

She might then go to the library and get a book on witches, or go to the Internet, or consult an encyclopedia. And she might look in the Yellow Pages and call up a modern witch and ask her what she thinks. Samantha might then put all these inputs into her mental “cauldron”, so to speak, and stir vigorously, and see what comes up for her report. What Samantha is doing is a tame example of matrix-style information input acquiring.

Let’s follow Samantha into the information-processing part of how she handles information. She is now assembling her report. She does not write it like most kids: lining up some historical facts and a quotation or two, and then writing a conclusion. No, Samantha may well start with the report’s conclusion. And she might base that conclusion on the “feeling” she got from the class textbook section on witches, and combine that with what she learned from remote-viewing that persecutory medieval English village.

Samantha might then go to the beginning of her report, and start out with what the modern witch she talked to had to say about being a witch, and the prejudice one has to endure even today. She might even recast her report from being about not-so-Merry Olde England to instead tell about the continuity of persecution of Wicca practitioners, natural herbalists and psychics from medieval times to the present.

Samantha might use some magickal numerology to assign numbers to her report not in sequence (1, 2, 3, etc.), but based on how the power which the numbers selected exert so as to weave a spell around the report, and turn the very report into a magickal instrument..

In the body of her report Samantha might combine:

1) quotations from historical accounts contemporary with the time of the witch-burnings, with

2) a medieval witch spell for protection against one’s enemies, with

3) an Anglican minister’s sermon against witchcraft, with

4) a cross-comparative account of the Salem witch trials in America, with

5) a page or two from Samantha’s own diary from the days when she dabbled in Wicca magick.

Samantha might then stir all these ingredients, add a pinch of wit, a dash of sardonic commentary, add a heartfelt poem about being the misunderstood outsider with special powers which ordinary people fear, envy and reject; and serve bonfire-hot to her teacher and the class in an oral report (in crone costume).

Let’s take a different Star Kid to show how they express/share/output information matrix-style.

Jorge, nine years old, is assigned by his Cub Scoutmaster to tell the newer Cob Scouts about how you follow a trail in the woods.

Jorge might start by stating the basic conventional principles of staying on the trail, picking the better-traveled path if the trail forks in two, reading rock cairns as signposts of the direction the trail proceeds, using a compass, etc.

But then Jorge might also talk about methods not so conventional, like using a pendulum or dowsing rods to determine which fork in the trail to take when the correct fork is not marked. He might also talk about using hunches (intuition) to tell which is the right way to go. If he got impassioned about his presentation, he might diverge from the assigned topic to talk about how to make yourself “invisible” if you come upon a bear, or using telepathy to tell the bear that you mean no harm. If he momentarily forgets the limitations of some of his audience, he might talk about the time he was late on a hike and “shoved time together” (time compression), so that he arrived at his destination at trail’s end on time.

In Chapter 13 we shall explore some of the elements of a proper education for Star Kids. Suffice to say here that a Star Kids School will not resemble the current conventional school. In fact it may not to the untrained eye look very much like a school at all. But more about that later.

Are Star Kids doomed to be pigeon-holed as “Geeks”? It might seem so, except for this one fact. They are rapidly becoming the majority. Actually, numerically, Star Kids are already the majority in the juvenile population. But many of the Star Kids are “Latents”, because society does not recognize and provide ready identification for them, or because they have not yet woken up to their full potential, or because they are cowering “in the closet”, trying desperately to pretend to be “normal”, to fit in unobtrusively, and be socially accepted.

So, therefore, at this moment the out-in-the-open Star Kids are still a minority, and subject to being ostracized and labeled “Geeks”. But the Star Kid Tidal Wave just keeps on mounting. And more and more, awareness is starting to spread through the larger community that these special kids exist in sizeable numbers, and are to be prized for their ways and their future contributions to society.

Today’s Star Kids are a major Transitional Generation. This is the Generation that will participate in the shift of society from a predominantly old-Normal majority to a predominantly Star Kid majority, as more and more Star Kids come in, and as more and more Star Kid “Latents” already here “wake up”.

“B” describes her oldest Star Kid as having,

“a very high IQ and a misfit, always questioned things! Now he’s 26 and trying very hard to be conventional. Not doing all the crazy things he did when he was young.”

The development of a clear and positive identity is one of the crucial tasks of childhood and adolescence. A major expert in this area, Dr. Erik Erikson, described the process of forming an identity as follows.

Identity is,

“the confidence that one’s ability to maintain inner sameness and continuity … is matched by the sameness and continuity of one’s meaning for others….”

Erikson goes on to note,

“Thus, self esteem … grows to be a conviction that one is … developing a defined personality within a social reality which one understands”

(Erikson, 1959).

B’s oldest Star Kid son evidently has long struggled with the challenge of being perceived as different, of not fitting in. As this lad tried to shape his identity, he had the problem of deciding whether to be true to all of who he is (and wearing the identity of being a Star Kid with advanced abilities), or putting social acceptance ahead of personal integrity (and wearing the identity of a Normal Human.) This young man chose the latter.

Yet, as a developmental psychologist, I can tell you that the time will come, be it the early mid-Thirties personal reassessment, or the later late-Forties/early Fifties famed Midlife Crisis, when this young man will be confronted again by the tension and falsity of his provisional “solution” to the tug-of-war between personal identity and social acceptance. If he again shirks his true identity at that time, he is most likely to proceed into his senior years a man haunted with underlying currents of regret.

It will be fabulous when we arrive at the day when Star Kids can feel free to operate “out of the closet” freely and relaxed, acting naturally in their special powers, and not having to worry about public ridicule and social ostracization.

“B”describes her middle boy as having “a problem with drugs. I think it’s his way of coping. He’s now 31. Ultra-sensitive, gentle and caring.”

There is a good chance that the mother is correct. That the middle son is having painful difficulty finding himself in the world, since the current society is a “Fourth World” model, and Star Kids are built to function well in a Fifth World expansive, caring, cosmic society. And that he is using a very common Fourth World coping mechanism, drugs (which include alcoholic drinking), in order to cope with the disappointment that is the current Fourth World.

This is a real tragedy. The potential of this Star Kid is masked, and rather smothered, under the mental haze and desensitization that drug abusers seek in order to get relief from their problem situation. Drugs cripple the mental sharpness and sensitive psychic attunement that a Star Kid needs to use his advanced abilities. But some Star Kids, faced with ostracization, ridicule, self-misunderstand, being misunderstood by others, and feeling alienated from society, and lonely and isolated from finding others like themselves, (because so many Star Kids are “Latents” or in the closet), find it all too seductive and convenient to just tune out and drop out via street drugs.

Star Kids who find themselves in more advantageous environments (say, in a loving family who understand and accept them in their specialness), as well as adult Star Seeds, should look for opportunities to reach out to these “lost” Star Kids. To let them know they are understood, that they are accepted, that they are valued, that they are not alone, that they have peers who want to associate with them, and be their friends. Earth cannot afford any lost Star Kids.

But well-meaning Star Kids also need to recognize that some fellow Star Kids, who get into drugs, are going to need the help that only a professional counselor can provide. It is not always possible for a well-meaning young person to effectively reach an addicted youth. Such Star Kids may well require a counselor who is open to understanding the special problems, and potential, of being a Star Kid.

Such counselors are not found on every corner. The same observation can be made about Ala-Teen and Narcotics Anonymous chapters. There are no guarantees that a given meeting will contain a fellow Star Kid or adult advisor hip to the Star Seed scene. The improvised solution may have to turn out to be a combination of “standard” treatment coupled with some side peer counseling and peer support from strong and clean-and-sober Star Kids.

There is another sub-set of Star Kids, especially teens, caught up in trying to find their true identity and true place in the world, including the world of psychic realities, who find themselves drawn towards experimenting to see if psychedelics help.

These consciousness-altering drugs include:

  • peyote (psychedelic cactus)

  • psilocybin (“magic mushroom”)

  • lysergic diethylamide-25 tartrate (LSD, “acid”)

  • cannabis (marijuana)

  • ketamine (“Special K”)

  • datura (Jimson weed/loco weed)

  • ecstacy (MDMA)

  • Morning Glory seeds

  • Nitrous Oxide

  • cocaine (“coke”)

  • Iprocin/Iprocetyl (“4 Aces”)

  • dimethoxymethylamphetamine (“STP”)

  • ayahuasca or yaga (DMT)

  • phencyclidine (“PCP”)

[PCP is not a true psychedelic, but a veterinary tranquilizer hallucinogen.]

These Star Kids hope to find answers through chemical altering of their consciousness.


(Additional note to a minority of Teen Star Kids temporarily hormone-overwhelmed: the above listing is for informational and discussion purposes only, and is not a recommendation, nor an endorsement of, choosing to take hallucinogens as an underage person. Nor is it an endorsement of ingesting a hallucinogen at any age without adequate mental, spiritual, physical, and environmental preparations, purpose and focus; nor without a learned, wise and experienced adult mentor committed to be there all through the experience. And even then, realize it is a risky venture.)

Some Star Kids take psychedelics because they feel stuck in trying to find out who they are, (given their different, multi-layered world). And it is so very important to them to find out just exactly who they are. And so, some Star Kids are tempted to use the consciousness-expanding properties of certain psychedelic drugs to try to get a chemically-assisted peek under the veil of ordinary reality and see what is beyond – and to see whether such a vision will help them nail down who they are. Psychedelics can provide a peek under the veil, or outside of the Matrix. But the truism so many of us learned on the streets of the Haight-Ashbury in San Francisco and on Telegraph Avenue in Berkeley (CA) in the Hippy Era of the Sixties is still as valid today as it was then. What you get out of such voyaging does not exceed what you bring into it.

If you are messed up in your life, LSD will only make more intensely and painfully obvious just how messed up you are.

If you don’t have a sense of your own identity, mescaline may show you some curious images of surrounding reality, but it will not leave you any clearer about the you in the middle of that surrounding reality.

If you are wondering whether you are a Star Kid or not, or what being a Star Kid really is all about, and try to use peyote or datura or ayahuasca to find out, you may get so side-tracked by the visions of peyote, or the body-dissociation of datura, or the vivid hallucinations of ayahuasca, that you end up no clearer than when you started. And maybe a whole lot more confused.

What has been said above goes as well for alcohol abuse, glue-sniffing, and the other low-consciousness substances that some people use to forget their uncomfortable lives and try to stop bad feelings. You cannot find enlightenment in booze. You cannot find out who you are inside a paper bag of fumes. You cannot really get away from societal misunderstanding or scorn by numbing out on Coronas.

If a Star Kid wants to get clearer about who she or he is, they need to get solid information about being a Star Kid, such as found in a Star Kids Project, Ltd workshop. They need to have a cross-learning experience with other Star Kids ready to talk seriously. They need to use their interior powers of “seeing”inside themselves, intuiting their position in society, psychicly “feeling” the qualities which distinguish them and other Star Kids they know from ordinary humans, and telepathically communicating with Star Nation Elders, in order to assemble the self-knowledge, the cosmic vision, the societal wisdom, and the felt sense of proud identity, to be clear about who they are as a Star Kid. And Star Kids need Star Seed mentors.

In Fifth-World cosmic society a-dawning on Earth., there will be plenty of Star Seed mentors. These mentors will be set up and available to lead Star Kids coming-of-age through a new set of peri-adolescent Rites of Passage to help inculcate in those Star Kids a firm grasp of their identity. And a firm foundation for operating as a Star Kid in the world. Until that happy day, that learning will take place at select Star Kid workshops, via accurate Star Kid lectures, by reading real Star Kid books, and by associating with Star Kid peers, including at Star Kid summer camps. And even by special events, such as a pilgrimage to sacred places, and there engaging in a Vision Quest facilitated by spiritual ritual, and facilitated by a Star Seed mentor.

Still other Star Kids get into trouble with alcohol or other drugs, or pathological social withdrawal, because they are confused about the advanced powers they have that no one else around them seems to have. Some kids hate the feeling of being different. They want to hide, or to fake being “normal”, or ignore and deny their ESP abilities. But the personal cost of denying who you are, of pretending that parts of you don’t exist, is so great that the human spirit recoils in pain and dis-spiritedness. And some try to find a chemical antidote for such pain. But nature will out. A Star Kid cannot forever hide from who he or she is.

Is being a Star Kid a disease?

Of course not! But the way some people act, you would think it were so. There are Star Kids who get sidetracked because they feel estranged from primitive, savage Earth society, and hope that in the altered state of consciousness which psychedelics bring, that they might find some answers. This psychedelic strategy is roughly the equivalent to finding yourself in a burning room and grabbing the hose to a gasoline pump instead of the fire extinguisher hose. In other words, it may not only not help, it may make your problems worse.

And yet other Star Kids, even young ones, find themselves on prescription mind-altering drugs for quite different reasons: because society thinks they’re weird, or because society thinks they look an awful lot like a biologically-impaired regular human. In some such cases, the Star Kid is being inappropriately diagnosed and given inappropriate treatment. Being a Star Kid is not a disease. Nor is it a mental disorder. Let’s be clear about a few things.

ADHD (Attention-Deficit Hyperactivity Disorder) does not just come along with being a Star Kid. Just because a Star Kid is brimming with energy, moves impatiently from one thing to the next thing that catches his/her interest, talks very animatedly, and speaks shooting ideas out more rapidly than another person might be able to easily follow, gets bored with simple things and wants to move on to something else potentially more interesting, all this does not necessarily mean that that Star Kid is hyperactive in the clinical sense of the word.

Some children as small as three years old are on Adderall, an amphetamine, or Straterra or Ritalin or some other medication prescribed for Attention-Deficit Hyperactivity Disorder (ADHD). Now if a child truly has ADHD, then a medication may be one way of helping the condition. But it is a real shame when a healthy Star Kid gets dosed with powerful, mind-bending, mood-altering, and energy-depleting drugs just because of someone’s ignorance about what is normal in a Star Kid. Star Kids are sharp. They are highly energetic.

The cruelest torture you can administer to a Star Kid is to leave them stuck in a boring situation. And so many things that might appeal to a “normal” human child their age are boring to the advanced mind, maturity level and interests of a Star Kid. It is also likely that more careful attention to their adequate intake of essential nutrients, and curbing their exposure to unwise chemicals, may also help the Star Kid manage his energy in his human body.

Attention-Deficit Disorder (ADD) does not just come along with being a Star Kid; although it may sometimes look that way to the casual observer. Star Kids are rapid processors of most information (unless it is extremely complicated.)

Because they process things so fast, some teachers think that the Star Kid is not paying attention to what is being taught. In class they confuse the Star Kid’s getting a new concept almost instantaneously, and turning her attention to something else, with not paying attention to the subject. If this happens often enough, and it does, some teachers may draw the conclusion that the child has Attention-Deficit Disorder. The teacher may send them to the school psychologist for testing, or send a note home to the parent suggesting that the child be seen by her pediatrician to get help (medication).

What fast-processing, mentally-nimble Star Kids need in most cases is understanding, not Ritalin, Adderal or Strattera. And these Star Kids need an education which is suited to their abilities and pace. If Federal law guarantees disabled children an equal education by special accommodation to their unique learning needs, then public policy should be that highly-able children also deserve an equitable education by special accommodation to their unique learning needs

Childhood Depression does not just come along with being a Star Kid. Some children as young as seven are on Prozac or some other antidepressant medication, such as Zoloft, Paxil, or Effexor. While there are a few children with genuine endogenous (body-caused) depression, many more Star Kids are depressed because of the circumstances surrounding them in which they must live. In these cases, intervention to change the toxic aspects of their environment, and counseling for the Star Kid’s injured sense of self, and putting some understanding social support system in that child’s life, offer more effective strategies for improvement than putting a pill in the kid’s mouth and sending them back to the home, the school, the neighborhood, the peer group which is causing the depression.

With Star Kids, what may look like clinical depression often has more existential and personal overtones. A Star Kid who feels forlorn, abandoned and isolated from his star family (extraterrestrial kin from a previous incarnational existence) may exhibit some of the same symptoms as Childhood Depression: feeling sad or empty, diminished interest in doing daily activities, trouble regulating sleep, listlessness, lack of energy, trouble concentrating, and wishing to stop the miserable existence. And yet, in some key ways, there are other, different symptoms, symptoms which are not consistent with clinical depression.

A Star Kid will not deep down have feelings of worthlessness, but more the opposite: feeling like they don’t know what to do with their special gifts. The Star Kid will often not be preoccupied with death or morbid thoughts, but rather how to escape Earth (alive and in one piece), and how to get back to their family in the stars. The Star Kid will not so often have diminished ability to think or concentrate, as she will find herself dwelling inordinately on matters relating to her home world in the stars rather than her immediate surroundings on Earth.

Autism (and its country cousin, Asperger’s Disorder) does not just come along with being a Star Kid. True Autism is a developmental disorder.

“Approximately 75% of children with Autistic Disorder function at a retarded level”

(American Psychiatric Association, 1994).

Some Star Kids start off “slow” in early childhood, or at least it looks that way, because they are getting used to being on Earth and functioning within the limitations of a human body. Therefore, the child may be absorbed with getting adjusted to his physical environment; (and therefore run the risk of being labeled “disconnected from reality”.)

And he may expect that his parents or others will “get” the telepathic messages he sends to them, and communicate back with him telepathically, as he was used to when he lived in a Star Visitor culture elsewhere, in a previous incarnation. He may then decide that the lack of telepathic response from his Earth parents means that he had the bad luck to get a set of “autistic” parents; (and therefore he runs the risk of being labeled “non-communicative”, because the child decides not to bother trying to communicate with such “communication-impaired” parents..).

The Star Kid may find his age-“peers” so far behind his mental/psychic/spiritual development that he finds them uninteresting to play with, or not worth conversing with; (and run the risk of being labeled “failure to develop peer relationships” and “lack of social imitative play”.) The Star Kid may be gifted in abilities and talent in certain restricted areas of interest, and ignore or pay little attention to other areas most “normal” children take interest in; (and therefore run the risk of being labeled “preoccupied with restricted patterns of interest that are abnormal in intensity or focus.”)

A clinician who lacks skill in dealing with Star Kids, and who is too hasty to impose the “order” of neat psychopathological diagnoses on obscure clusters of behaviors, may well end up diagnosing such a child as “autistic” or as having some other developmental disorder. This is a tragedy, and can be the occasion of great suffering for a Star Kid and her/his parents and family.

While there most certainly are genuine cases of children with developmental disorders, it is important that we not get so trapped inside the unseen, Earth-bound cultural prejudices about what constitutes normal development and behavior in a child, that we mislabel a Star Kid as a defective human. Different is not defective.

When it comes to getting accepted by the dominant society, it might really help if Jon Stewart did a comedy sketch interview with a couple of Star Kids on his The Today Show (on the Comedy Channel.) When people are laughing and seeing friendly fun poked at willing Star Kids, much progress could be made in taking the fringe and “loony” stigma off Star Kid identity and presence in our society.


Race, Socioeconomic Status, Star Kid Identity and Success


It may come as a jolt to readers of European descent but the language which is the primary language of the most people in the world is Mandarin Chinese. And the second most prevalent primary language is Hindi (India). English comes in third place, being the primary language of 341,000,000 people.

In the United States, where I live, we have a veritable melting pot of many racial and ethnic peoples. Those who tell the Census Bureau that they consider themselves “White” constitute 75% of the population. Additional numbers of people identify themselves as Hispanic/Latino (one in eight), and another one in eight identify themselves as “Black” or African-American. 3% are self-described Asians. One percent are Native Americans/Indians. Star Kids come in all colors, ethnicities, cultures, and mixtures.

But in a country like America, which has struggled since its beginning with defining citizens not of European descent as fully human and fully equal, the cultural struggles and ambiguities of racial identity affect the lives of Star Kids and their development. Are Star Kids who are African-American or Mexican-American or Asian-American or Native American any different than Star Kids of European descent? Yes and no. Mostly no.

That which makes Star Kids distinctive, their subtle physical differences, their acute and sharp and complex minds, their double-handfuls of psychic/ESP abilities, and their cosmic spiritual sensibilities, these remain constant from one ethnicity to the next. Although it may be a disappointment to the Aryan Nation and the Ku Klux Klan, there is no White Supremacy in the Star Kids phenomenon.

On the other hand, it would be disingenuous to pretend that “race doesn’t matter.” By this is meant that in America, as well as in other countries where one ethnic group has historically had the favored position in society and another ethnic group the less-favored status, of course “race matters”. That is to say, those factors which come with racial prejudice have an impact on the ethnic group(s) placed in less-favored caste(s).

Such invidious factors include: being seen as less capable; being provided a poorer education, or more readily shunted to school programs designed for students with problems; adverse discrimination in employment; social restriction to circles other than the “in-crowd”; the psychological pressure of carrying an identity which the opinion-makers in your society consider inferior; the psychological pressure of never knowing which of your encounters with a member of the favored ethnic group is going to be tinged with prejudice or exclusion; greater difficulties in meeting, dating and marrying someone from the more-favored ethnic group; and for those in the business world, subtle barriers to customers and markets dominated by the more-favored ethnic group.

Obviously, a Star Kid would have to be made out of granite not to feel the influence of such discriminatory factors. And beyond hurt feelings and psychological pressures, an “ethnic” Star Kid has dual identity challenges. She or he is not only an ethnic minority in a White-dominant society (like in the U.S.) , the young person is also a Star Kid in a society which knows nothing about this Star Kid reality, and is conditioned to brand such claim-of-identity as crazy and foolish.

But, as the Tao masters have observed, in every challenge is an opportunity. The same skills which persons of ethnic minority status have used to emphasize their normality when amidst dominant-group persons can help when Star Kids decide (selectively) to let others know of their full identity. And the minority-group person’s use of humor and selective self-deprecation to help the dominant-group person feel not so intimidated, distant or estranged in their presence can be borrowed by Star Kids as a coping strategy to make their way in the larger society.

And Star Kids should not be afraid to utilize their special abilities to help things go more smoothly. For instance, psychically projecting relaxed friendly feelings into the mind of the regular-human person(s) being talked to, so that the other person relaxes and treats things as more normal. But of course using telepathic remote-influencing in a dating situation to try to get the regular-human boy (or girl) you like to like you is no fair, unethical, and ultimately doomed to fail. Pressuring someone to love you is not real love, which needs no outside pressure to exist.

What has been observed about ethnic-minority Star Kids can also mostly apply to Star Kids who come from poor families. In every society, “money matters.” More than it should. It is obvious that Star Kids who grow up in poverty are going to have special challenges.

They will not have ready access to some of the resources children from more affluent social strata have. Things like a personal computer. Or regularly-available transportation to the library. Or enough money to go to special events like UFO conferences or psychic fairs, where information is available that can help the Star Kid figure out her place in this world.

Star Kids’ abilities are not going to resolve their family’s poverty. But it is not a dead-end trap. Intuition, and telepathic guidance from one’s Star Visitor guide, for example, can help steer the Star Kid to particular people and events where the child can have growth opportunities.

And Star Kids who are born into bodies with brain damage or underdevelopment, or who have deficient neurological wiring (as in Cerebral Palsy, Amyotrophic Lateral Sclerosis (Lou Gherig’s Disease/Motor Neuron Disease, etc.), or physical challenges such as paralysis or blindness face yet other hurdles. What? Can there be a “retarded” Star Kid? Can a blind Star Kid still succeed? Certainly!

As many talented nurses and social workers have observed, it seems that in a number of developmentally-delayed (DD) children, it is as though the brain “underdevelopment” restricts the volume of cognitive chatter that goes through so many normal persons’ minds, and thus allows the DD child to focus less-distractedly on the incoming psychic impressions.

Thus, such a Star Kid might well astound family and friends with being aware of and knowing things that the child has never been exposed to. Or he might tell the future, even if he has to stammer a bit to express himself. And just as the sensory deprivation of a blind person causes their hearing to become more acute, in a Star Kid such a sight-loss might actually create dramatic possibilities for the non-sighted person to intuit or remote-view where the edge of the curb is. Or “see” auras more clearly and less distractedly. Etc.

Star Kids come in all sizes, shapes, colors, personalities, social groupings, religious backgrounds, neighborhoods and countries.

Star Kid is an equal-opportunity upgrade. The out-of-the-closet Star Kids (and adult Star Seeds) are apparently a minority in Earth’s population at the present moment.

But, given the ongoing trends of incoming Star Kids per hundred births, and increasing numbers of “Latent” Star Kids “walking up”, the numbers of fully-aware and consciously-operating Star Kids (and Star Seed adults) will very soon constitute a highly-visible majority in the human population. As this occurs, society will undergo the most profound transformation since Homo Sapiens Sapiens gradually supplanted the earlier-model Homo Sapiens.

Star Kid Sensitivity

[A letter from a grown Star kid:]

“Dr. Boylan,

“Your excerpts from your new book [Star Kids] are wonderful! It will be a pleasure and treasure to read when it is completed.

“The one thing I was curious about is if you will include information about the emotional sensitivity of Star Children. That was/is one of the hardest parts for me. There were so many times I HATED being so sensitive to the moods of others.

“Well, you know all about it. But for me, it was like watching people through binoculars-everything they said to me was so exaggerated and I took things too personally. If my father was upset about work, and he spoke to me with even a slightly elevated tone in his voice, I would cry for hours in bed that night as the tape went over and over in my mind.

“I often wondered if that replay was a part of the “gift” as sometimes it almost acts like a time machine in that I can return to events as an observer.

“As I grew older, and after way too much needless emotional sorrow, I finally learned to not take things so personally.

“Anyway, I felt prompted to share this with you in hopes that other little sensitives can be advised on this before they cry too many tears while alone wishing they were “home.”

(-an adult woman who grew up from Star Kid to Star Seed)

One of the first things one often hears about a Star Kid is how sensitive she or he is. We are not talking here about the sensitivity of a pubescent going through the teenage hormonal changes, and the emotional roller-coaster that entails being ready to burst into tears or snap at a parent if the parent happens to choose the wrong word in commenting on the pubescent’s appearance or behavior.

Rather, the sensitivity that so many Star Kids manifest is based much more deeply. The reason for such hypersensitivity is due to several things.

One factor is that many of these Star Kids are incarnating in a human body after a previous lifetime, often many lifetimes, as a member of one or other star civilization. It tends to be the nature of those star civilizations, (some of whose members volunteer for an incarnation on Earth to help humankind), that those star civilizations are more philosophically and spiritually advanced. Because of the higher spiritual and metaphysical development which star citizens bring with them when they incarnate as an Earthling, they experience life on Earth as a rude shock.

I cannot tell you the number of times that I have had Star Kids (and Star Seed adults) tell me that they never cease being appalled at the coarseness, the violent tendencies, the insensitivity, the heartlessness, and the uncaringness of too many humans.

The experience is something like a college-age Freshman woman driving home from university on her first Fall Break, and having her car break down just as she is crossing through an impoverished, drug-infested section of a city. She goes into the only building open for help. It turns out to be a pool hall. She spies what looks like the proprietor behind the bar and decides to ask him to use the phone to summon a tow truck.

On her way from the front door towards the owner, she is subjected to racial taunts and sexual cat-calls; she is pawed by several men; another yanks her purse away and goes through it looking for money. She will need all the luck in the world to make it to the proprietor without ending up spread on the pool table and gang-raped.

Awful as the picture I have just painted is, if you can imagine that young student’s feelings of fear, degradation, humiliation, violation, revulsion and alienation, you have some of the picture of the emotional shock and adjustment that is involved in coming from a much more advanced civilization to Earth. Even if a given Star Kid ends up growing up in a decent family in a self-respecting neighborhood, she or he still sees what is going on around them: on television news, at too many schoolyards, and in other neighborhoods and countries.

I have found myself saying to Star Kids and Star Seeds on many occasions, as they pour out their tales of unpleasantness endured, “Coming to Earth is doing hard time.” It is a phrase I use to capture their feeling. I have yet to have any of the star folk disagree.

Now, I am an Earthling, too, and I am sensitive to what I have just written above. Naturally we humans like to take pride, justifiable pride at that, in the advances we have made in our civilizations over time. When we look at the diorama of a Neanderthal village in a museum of natural history, we shake our heads and smile at the primitiveness of live depicted there.

Fast-forwarding to more modern times, and just focusing on Western civilization as an example, we take pride in the many good features and improvements:

  • the rule of law instead of impulsive actions by vigilantes

  • the creation of charitable organizations to take care of children who have lost their parents, or ones which care for abandoned pet animals

  • agencies which provide food, clothing and shelter for the poor

  • public clinics which provide basic medical care for the indigent, and which provide psychiatric care for the deranged and suicidal, and public organizations which provide assistance for impoverished areas overseas

We tell ourselves we are a just and caring society, peaceful unless attacked, democratic, where people of every race and nationality have a chance to get ahead.

So, what are those Star Kids and Star Seeds whining about, someone may ask. So what is the big deal about how hard it is to incarnate and live among us?

Well, for one thing, there is often a gap between the ideals our society professes to live by and the actual lived experience on the ground. The illustration drawn above about the 18year-old girl stranded in a crime-infested neighborhood is not far-fetched. The story was taken out of the daily paper, and, by the way, the girl was gang-raped and nobody in the bar, including the bar-keeper said or did anything to try to stop it or to call for help. And it was not a Third-World country; it was Massachusetts, USA. And it was not in the ghetto or barrio either, but rather in a working-class Italian-American neighborhood.

Certainly there are stranded persons who reach out to strangers for help and receive it. And there are Good Samaritans every day stopping to help a woman change a flat tire, or who take up a collection for a family whose house just burned down. But there are still too many instances of bullying, racism, stealing (by people in business suits as well as by desperadoes), sexual harassment, child exploitation, abuse of power, and just plain uncaring in the face of dramatic human need.

So, yes, Star Kids remain appalled by the uncaring that goes on in supposedly advanced human societies. (In this they are joined by the Star Visitors, who are equally appalled.) The Kids cannot understand how a wealthy society like the United States can stand by while millions starve or perish from AIDS in sub-Saharan Africa.

The Star Kids are distressed when a story appears on television of a poor man who froze to death on a tenement doorstep, while people stepped over him, and hurried on to their warm homes. These Kids wonder how they can be remotely related to humans who chain an African-American man to a car back bumper and drag him several miles to his death.

Or those who tied a college-age boy to a fence with barbed wire and left him naked in a blizzard to die. The Star Kids are incensed and afraid at the bullying that goes on in some schoolyards, where tough children harass younger, smaller or weaker children, taunt them, or steal their lunch money.

The Star Kids accept others of different races and nationalities, and wonder why too many humans make such a big deal about interracial dating. These advanced children look into a person’s inner energetic signature and determine whether that person is of the light. That is what matters. Whether a fellow Star Kid is male or female is not a huge deal, and certainly not a basis for discrimination. And skin color, well, when you have lived a few lifetimes in the cosmos, there is little room for idealizing one skin hue as ideal or “normal”.

The honor system is something that a Star Kid inherently understands: and that if someone takes advantage of trust for selfish personal advantage, they dishonor themselves, and that is serious punishment. The cheating and the lying that pass for “ordinary behavior” these days is painful to a Star Kid to see. And yes, Star Kids respect proper authority, but are keenly sensitive to the abuse of authority and position, whether it be done by a parent, a teacher, or a cop.

Star Kids understand that social responsibility and justice are high values, and that those who abuse the position and the trust given them dishonor themselves. Personal honor and integrity are commanding values in star civilizations, and are such among the Star Kids here on Earth as well.

Another strong emotion which Star Kids experience is the strangeness of feeling different than the norm, of being different than the rest of humans. Just as earlier we reviewed the various challenges that ethnic minority status or poverty or physical limitations present in feeling different from the crowd, Star Kids have the challenge of being secretly, or not-so-secretly, different than many of their age-mates, relatives, fellow students and friends. Most Star Kids I’ve met nonetheless carry themselves with dignity, energy, pluck and joy.

For the rest, who find it more difficult to cope with, the remedies can be these:

  1. Star Kid lecture, where the whole Star Kid phenomenon is laid out, and Star Kids get a chance to feel clear about themselves and “normal”

  2. Star Kid Workshops, where identity is confirmed, special abilities enumerated, explained, and practiced in a supportive atmosphere; and the Star Kid gets to meet other Star Kids and see what normal, appealing youngsters than can be

  3. Special counseling about psychological and emotional problems that certain Star Kids get stuck in, such as the challenge of reconciling their exquisite sensitivity with a brutish and stubbornly-ignorant parent or school setting

  4. this book (Star Kids), which in some ways was written to be a self-help manual for Star Kids and their parents, among other things

  5. Finding other Star Kids, hanging out with them, talking and learning from each other

When I think about the situation of Star Kids in today’s society, kept blind to public awareness of and acceptance of these realities by the shadow government’s UFO Cover-Up and control of media content, the song that springs into my mind and heart is that old traditional African-American Spiritual, adopted by the Civil Rights Movement in the 1960s, “We Shall Overcome.”

So let us reproduce those poignant words here:

“We shall overcome, we shall overcome, we shall overcome one day;

Oh, deep in my heart, I do believe, we shall overcome some day.

“We’ll walk hand in hand, we’ll walk hand in hand, we’ll walk hand in hand some day;

Oh, deep in my heart, I do believe, we shall overcome some day.

“We shall all be free, we shall all be free, we shall all be free some day;

Oh, deep in my heart, I do believe, we shall overcome some day.

“We are not afraid, we are not afraid, we are not afraid today;

Oh, deep in my heart, I do believe, we shall overcome some day.”

Source: Chapter 3 of Dr. Richard Boylan’s book, Star Kids, The Emerging Cosmic Generation via Bibliotecapleyades.net.

Read Chapter 4 HERE

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