Giants, Wizards, Dwarfs...and Mermaids?

Today, after a wonderful weekend of teaching, learning & laughing with friends, I am experiencing a "Twlight Zone" kind of day; a day where I feel much like many of the children I work with must feel: at odds with everyone, disconnected from everyone else's idea of reality & like I just don't "fit in". I seem to be on another realm of existence, communication & understanding than the adults I have come in contact with today and I can't seem to get away from it except to retreat to the woods, to my writing & to my yoga mat.

This is a feeling I am familiar with, that has carried with me from childhood. My name, Barbara even means "a foreigner, a stranger" in its Latin form and that is exactly how I've felt today. Like a foreigner-a stranger in my own life.

There is no need for alarm. The fact that I am aware of it and that it brings me to a deeper understanding of the children I teach is the hidden silver lining. The fact that I know I don't need to fit in and the fact that I know when I need to retreat and when I need to be with those who love, accept & understand me is the blessing in disguise.

Friendship, love & belonging are so vitally important to all of us, but especially children with cognitive & social challenges, and I am vividly reminded of this as I look back over the events of this day. Humans are social creatures & need other people to share whether it is friendship, love, affection or sense of belonging, from a single person or a group of people. We need to give & express love and to be loved by others. If this need is not satisfied, many can become anxious, lonely & depressed.

I first became aware of how it felt to be left out in the 4th grade. It was the first day of middle school and all of us were in the (noisy) cafeteria, listening for our names to be called to go with our new teachers to our new classrooms.

Every child was called except me and a boy who had just moved here from Peru. (His name was Pedro and he was terrified-he spoke very little English.) I was suddenly afraid & aware that I belonged nowhere. Of course it was just an oversight and the principal cleared it up and escorted me to my classroom. My teacher (an angel-wherever she is now) Miss Drew, was the one who first influenced me to become a teacher, through her compassion & kindness to me that first day of 4th grade. This has always stayed with me,  however so has that feeling of "I don't fit in."

While I loved to play sports, I was shy and not very coordinated, so I didn't fit in with the "athletes". I was smart but not exceptionally so I did not fit in with the "smart kids", and I certainly did not fit in with those other kids-you know the ones. The ones that were always getting attention, clowning or getting into trouble. I had no idea where to look for friendship, because I did not fit the norm-was not in any of those categories. Even now, my diverse circle of friends illustrates my inability-or rather my refusal- to be defined.
 
This is my motivation to continue to educate children about how to build friendships & to create fun, inclusive enrichment activities and games where all children can be included and feel unique, accepted, cared for & successful.

A Robert Fulghum story came to me as I contemplated all of this & relaxed on my mat. I can think of no more appropriate story for a commentary on love, kindness, belonging & friendship than this one. It's from Fulghum's All I Really Needed to Know I Learned In Kindergarten book. The story has many messages: accepting oneself, being unique, wanting to fit in, etc.

I sincerely hope you enjoy it as much as I have.

~Barbara


"Giants, wizards and dwarfs was the game to play.

 Being left in charge of about eighty children seven to ten years old, while their parents were off doing parenty things, I mustered my troops in the church social hall and explained the game. It's a large-scale version of Rock, Paper, Scissors, and involves some intellectual decision-making. But the real purpose of the game is to make a lot of noise and run around chasing people until nobody knows which side you are on or who won.

Organizing a roomful of wired-up gradeschoolers into two teams, explaining the rudiments of the game, achieving consensus or group identity-- this all is no mean accomplishment, but we did it with a right good will and were ready to go.

The excitement of the chase had reached a critical mass. I yelled out, "You have to decide now which you are--a GIANT, a WIZARD, or a DWARF!"

While groups huddled in frenzied, whispered consultation, a tug came at my pants leg. A small child stands there looking up, and asks in a small, concerned voice, "Where do the Mermaids stand?"


Where do the Mermaids stand?

 A long pause. A very long pause. "Where do the Mermaids stand?" says I.

 "Yes. You see, I am a Mermaid."

 "There are no Mermaids."

 "Oh, yes, I am one!"

She did not relate to being a Giant, a Wizard, or a Dwarf. She knew her category. Mermaid. And was not about to leave the game and go over and stand against the wall where a loser would stand. She intended to participate, wherever Mermaids fit into the scheme of things. Without giving up dignity or identity. She took it for granted there was a place for Mermaids and that I would know just where.

Well, where DO the Mermaids stand? All the "Mermaids"-- all those who are different, who do not fit the norm and who do not accept the available boxes and pigeonholes?

Answer that question and you can build a school, a nation, or a world on it.

What was my answer at the moment? Every once in a while I say the right thing.

"The Mermaids stand right here, by the King of the Sea!" says I. (Yes, right here by the King's Fool, I thought to myself.)

So we stood there hand in hand, reviewing the troops of Wizards and Giants and Dwarfs as they roiled by in wild disarray.

 It is not true, by the way, that mermaids do not exist. I know at least one personally. I have held her hand."





*(From All I Really Needed to Know I Learned In Kindergarten by Robert Fulghum, Villard Books, New York, 1988, pp.83-85)

Use Your (Pool) Noodle

For the last few months, I have had the pleasure of working with an organization called  P.O.A.C  NJ (Parents of Autistic Children)  presenting sensory-based adaptive yoga workshops for therapists, parents and other educators. The workshops focus on ways to calm & engage children in yoga, exercise, therapy and other enriching activities.

In yesterday's workshop, I demonstrated a technique I have used since my days in Ms. Trudy's early intervention inclusion classroom. I call it "Making Pizza" and it is simple, fun and requires very basic items.

This activity will help integrate the proprioceptive and tactile senses. It will encourage expressive communication and focus. In addition it will help in sequencing skills. Parents, teachers, para-educators, therapists and family caregivers can use this fun game to calm the nervous system in over responsive children and help stimulate the senses for those children who are under responsive. This can be done in the therapy or sensory room, classroom or at home.

You will need a child, a grown up, (or as children become familiar with this exercise you can use 2 children at a time & supervise & facilitate peers participating in this activity ) a mat or a blanket and some of those colorful foam "noodles" that are used for swimming. I found these (pictured in the photo above) at a dollar store and had Jay, my significant other (and keeper of the scary, sharp and dangerous tools,) cut them in half for me to use at yesterday's workshop. (They cut fairly easily with a sharp knife as shown directly below.)

In this activity, one person (the child) gets to be the "dough" and the grown up gets to make the pizza.

To begin playing tell the child that you want to play the "Pizza Game" with him/her. Ask "Would you like to play?" (They may look at you suspiciously.)

Tell them you will be the Pizza Maker & they can be the dough. Instruct the child to lay down on their belly on the mat or blanket (which will now be referred to as the "Pizza Pan"...) with his or her hands under her cheeks as a "pillow" (or you can really use a small pillow.)

Begin by gently but firmly "rolling out the dough" with the colorful "rolling pins" as shown in the photo. Some of these noodles had some bumpy patterns that made for an interesting tactile sensory experience.



When I did this with my own daughter she started to wiggle & giggle and then after a few minutes she was directing me as to where she needed more rolling.

Watch your student or child carefully for body language & other signs of whether they need a bit more pressure or if you should apply a bit less pressure.

As you are doing the rolling, say out loud "I am roooooling out the dough...mmmmm...this will be good pizza!" or something similar.

After rolling for a minute,  pause and think out loud: "Hmmm, I wonder what I should put on this pizza? See if the child responds with a suggestion. If not, then ask the child if they have a suggestion. ("What do you like/should we put on this pizza?")

If they still don't know or don't respond , prompt them by saying, "How about some brussel sprouts? or some other known food that they do not like. Most likely they will now say "Ewwww..." or tell you "no", so you can ask again what they would like on their pizza?

If they have a suggestion you can respond by saying "Oh yes...cheese! Good idea! we need cheese on our pizza!" and use your hands on the child's back, arms, legs, feet & head if they will allow you to, to create a sensation of putting cheese on the pizza.

"What do we need next? Pizza sauce! Oh yes-I like lots of that!"  Use your hands again only slightly differently to make the "sauce" on the child's body. As each ingredient is suggested by the child or prompted by you, (olives, onions, peppers, anchovies, mushrooms, sausage, pepperoni, oregano , etc...) use your hands, fingers and even the ends of the noodles to make that ingredient's sensation on the back of the child's body. Be animated & creative - take your time, really engage with the child and have fun with it. (I know one teacher that even has a "chef" hat-she wears it while doing this with the kids.

The idea is to give the child calming muscle input and also to allow the child to have a sense of control over the activity-to spontaneously communicate his or her "needs" in the framework of  the "ingredients". Some children will get silly and say things like "gumdrops" or "worms" and I just go with it as long as the child is calm, engaging and having fun.  I may redirect afterward and say "OH..this is a make-believe silly pizza..." if I am trying to encourage appropriateness of language.

However, children have vivid imaginations and sometimes its a good thing to see where they will go with an idea. They may surprise you. Sometimes its best to put the lesson plan, the  "rules" the "shoulds" and the need for "compliance" aside & just play with the child. If the child is having fun, and trusts you, you will get the compliance you need to do your therapy or your teaching. I find it very effective to go into the child's world first, and to always encourage the higher skill being demonstrated.

After all the "ingredients" are added, the pizza has to cook-(sometimes I use a blanket or roll them up in the yoga mat)  you shut off the light & even set a visual timer for a minute or two and encourage the child to be very still & breathe quietly while waiting . Sometimes very quiet music helps) and when the pizza is "done" then you can unroll and "eat" (I use light squeezing movements on legs and arms.)

Then, if time allows, ask the child if he/she wants to be the pizza maker? Give him/her the chef hat and you lie down on the mat. Guide the child to repeat the steps you just did-with prompting when needed.

For non-verbal children this activity can be adapted to let them choose plastic play food from a basket or a picture card (PECS) to communicate which ingredient should be added next.  Children can also be supervised to play this game together in this manner.

If you are working on sequencing, use picture cards with numbers on them first to teach the sequence, then an exact duplicate copy of cards to practice the sequence.

As a variation, you can use this activity with the idea of making cookies or baking bread or making a hoagie/sandwich, or cutting vegetables & tossing a salad, planting a garden or even the idea of a *sculptor and clay.

*(For the clay idea, after the "clay" is rolled and pressed and flattened, the "sculptor" then can mold it into anything. Arms and legs can get moved or posed and the "clay" must stay the way the "sculptor" places them.)

I would love to hear from those of you that have done this activity! Please feel free to leave a comment below!

Have fun using those noodles!

~Barbara



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The Hidden Power in Your Hands

At an early age I learned the hidden power that lies in our hands, by digging in the dirt to plant flowers, making sand castles on the beach and at my grandmother's watching her making pasta by hand, kneading bread and preparing meals for us, always infused with love. I remember kneeling beside her in church, her eyes closed & the peaceful expression on her face as her hands clasped around her rosary beads in prayer.

As an adult, I witnessed all three of my newborn children, each taking their turn, reaching up & curling their tiny hands tightly around my index finger as an affirmation of trust in me. As my children each grew, we  finger painted, tickled, recited silly finger plays and sang songs with gestures like the "Itsy Bitsy Spider".

My own hands were used to hold & comfort my sons as they struggled with their dad's and my  "unfriendly" divorce, friendship problems and the confusion of everyday life, and I did my best to soothe and protect my daughter as I stood with my hands on her shoulders the day she blew a kiss and waved goodbye to her 'nonno' (grandfather) at his funeral service.

Hands gestures such as these as well as peace signs, "ok" signs and even the "middle finger" are something that we use all the time.  Sometimes the gestures are intended for good and sometimes for not-so-good, and yet do we really know what true power lies within them?

In many cultures, the hands, along with facial expressions, are used to tell ancient stories-each hand gesture or position has a different meaning.  These gestures are translated into symbols or seals and give a deeper look into the state of consciousness of the person using them.

The "Chin Mudra" is commonly
used for meditation

A Mudra is a hand gesture that can engage a certain area of the brain and/or soul for a specific purpose and can exercise & affect the corresponding organ or emotional influence.  There are mudras for just about every purpose: anxiety, strength, confidence, asthma, weight loss, peace, blood pressure control and more. Mudras can be easily and quietly applied and used  as a simple self-calming technique for children with sensory or other cognitive challenges. In short, we have the power in our hands to engage and influence our body & our mind by crossing, bending, extending or touching our fingers with other fingers.

In Hatha Yoga there are 25 mudras that include body (asanas) & eye positions. In Kundalini Yoga the mudras are used in addition to breath and asana (postures) to intensify the effect of the yoga. In Tibetan yoga, as well as Reflexology and other forms of Chines Medicine, the hands are said to have many reflex zones (about 5,000 points on each hand and foot) and each zone or point is associated with a specific part of the body and brain. By stimulating those points through deep massage or mudra, the hands become a medium for healing of both the body & mind. Medical science supports this understanding by showing us the many nerve endings and synapses that lie just below the surface of our fingertips and palms. We know that cerebral activity is activated and strengthened by touching and feeling, especially with the fingertips.

Each finger represents an element or an aspect. For example, the thumb, represents divine consciousness; the index finger, human consciousness. When the two are joined together, as in the image above, the mudra represents the joining of human and divine consciousness.

If we look at the elemental aspects, the index finger represents inspiration (energy from the outside) and the thumb stands for intuition (energy from inside of us). When we join the two together, they form a closed & continual unity. The powers of both are connected both symbolically and physically. This gesture is commonly seen practiced by those who are meditating to intensify the  imagery or point of focus or sense of inner peace.

"Garuda" Mudra (Mystical Bird)

Mudras can be practiced any time any place and by almost anyone. Mudras provide a way of brain, body & gland stimulation for those adults & children who have weak motor skills or cannot move their lower body to walk, exercise or practice yoga asana. Mudras can be practiced for 15 minute intervals, 3 times daily for adults. Children can practice for as long as possible and gradually increase the time to 15 minute intervals.

One of my favorite mudras to do with children is what we call "Baby Butterfly" in our yoga adventures, but is actually the "Garuda" mudra that affects & stimulates blood flow, circulation and internal organs. It also connects & balances the activity between the right and left hemispheres of the brain as well as calms respiratory spasms, relieves hormonal cramps & upset stomach.  It regulates mood fluctuations and can help recover from fatigue. The children "fly" their butterflies for a few minutes a few times a class. Some are challenged by getting the hands in position, but once they do, they seem fascinated by the movement and also proud that they have mastered it. I encourage them to breathe deeply as they "fly" their butterflies.

Lotus (Padma) Mudra

I think my favorite mudra is the Padma (Lotus) Mudra. (Image at right). This gesture resembles a blossoming flower, opening up towards the sun & can be used in times of distress; when you feel isolated, drained, exploited, misunderstood or lonely. In this mudra we "Open" the flower wide & take 4 slow deep breaths, then "close" it and count 4 more slow complete breaths. You can repeat this as many times as you need to. This gesture is connected to the heart, and strengthens & integrates the body/mind connection & improves our capacity to communicate & to give & receive love.

When we practice mudra regularly in an attentive silence, it can help us develop a sense of focus and confidence. We gradually become aware of new insights, solutions to problems and embrace new experiences. It helps us recapture our sense of playfulness so that we can learn to look for & see the best and overcome the worst. 

It can also help us to understand why when obstacles are presented, it may be helpful to keep our fingers crossed.

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Seizures: Can Yoga Help?

The World Health Organization (WHO) estimates that around 50 million people in the world have seizure disorders. Statistics suggest that as many as 1 in 200 of those are children of secondary school age .
Seizure disorder (or epilepsy) is one of the oldest conditions known to us. In the language of yoga/Ayurveda epilepsy is called "apasmara," meaning "loss of consciousness" In energy & Chinese medicine,  it is believed that the person having the seizure is manifesting an emotional response to a trauma, either known or unknown & is attempting to "escape" either the self, the family or the memory of the trauma.

"Epilepsy" is the word modern medicine uses to describe many different illnesses with one common symptom: seizures that disrupt the normal operation of the brain & central nervous system. As therapeutic activity, the discipline of yoga seeks to re-establish & strengthen the balance (union) between all aspects of a person's physical, mental & emotional health that is causing the seizures.

In 1996, The Indian Journal of Medical Research published the results of a study on the effects yoga practice on seizure control. The study was not large enough to be conclusive but the results were promising. In this study, a group of patients with epilepsy practicing yoga for six months experienced an 86 per cent decrease in their seizure frequency.

Dr. Steven Pacia is currently conducting a study at the New York University Comprehensive Epilepsy Center on the use of yoga to decrease frequency & control intensity of seizures.

Targeted poses or  "asanas"  can help restore balance to the body and its metabolic systems. Practicing the movements daily will increase physical stamina and calm the nervous system. When used as a physical exercise alone, yoga poses will improve circulation, respiration, and concentration while decreasing the intensity & frequency of a seizure.

There are many conditions, which can cause seizures. Sometimes they may be the result of an illness such as meningitis or a head injury. They can also be brought on by flashing lights or ineffective (shallow) breathing. In some cases, epilepsy can be inherited from a family member, however the genetic diagnosis of epilepsy is difficult. Even if there is a family history a genetic link may be hard to pinpoint. In many cases, there is no known cause of the epilepsy.


Stress is the most common trigger of seizure activity and children experience stress & anxiety just as adults do, in fact, sometimes more profoundly. Imagery or "meditation" calms and focuses the mind. It can also slow down the production of adrenalin & other stress hormones. Practicing meditation or using imagery on a regular basis increases the levels of neurotransmitters, such as serotonin, which keep the body's nervous system calm and will help minimize the intensity of seizures. Imagery is an easy technique for children to learn with a little guidance & practice.


For the last 2 months, I have been working individually with 2 young children, a brother and a sister with seizure disorders. I have been teaching them quiet, deep "belly breathing"  (Using the Breathing Ball) and Imagery using the idea of a Starfish under water. I have reminded them that these things can help if the seizures come on.


Last week, during their yoga session, the sister, age 10, began to go into a seizure. (Both Kids refer to them as "The Shakies".) Immediately she knew what was about to happen, and had a stress response: she got scared and began to cry, her breath very shallow and fast as she yelled in a panic "look-look my arm is shaky!"

I immediately took her hand , spoke to her in a quiet voice and told her I was right here and it was time to remember her "Breathing Ball".  I told her to imagine that she was breathing the air into her body and right out her shaky arm. She lied down in "Starfish Pose" and closed her eyes and did exactly what I said. I then had her slowly breathe out of her other arm, legs, feet hands, head, etc. speaking in the same monotone, quiet voice.


Her brother, ages 5, watching me, said he was feeling shaky now too (out of sympathy for his sister) and got into "Starfish" as well. I showed him that he could "Breathe out the Shakies" too and help himself and his sister. In a few minutes they both had calmed down completely, so I took the opportunity to ask if they noticed how when they got upset the shakies got bigger and when they "Breathed out the Shakies", they started to go away? The sister smiled with the realization and said "hey-yeah, they did!"  

We practiced some more, and I coached them a bit on what to do next time the feel the "Shakies". I also gave them some daily yoga exercises to practice each day with mom & dad and at the onset of each seizure. (See Below Article)

As a person starts to have a seizure state, they catch and hold their breath. This causes a drop in oxygen levels in the brain, metabolism & blood flow . The practice of controlled deep breathing immediately begins to restore normal respiration, which can reduce the frequency of seizures or stop seizures before they become full blown.

My hope is that if the kids can master their breath control and body positioning when they are calm, it will become a quick intervention that they can initiate themselves during times of stress. With practice, this will eventually become a "relaxation response" as the seizure comes on, counteracting & minimizing the intensity and hopefully reducing recovery time.

The most important thing a parent can do for their child is to be supportive. It is important to stay positive and understand that epilepsy does not necessarily mean that your child will not be able to participate in activities with others or  that your child will need to be over protected. It is important to strike a balance between being supportive and safety conscious and allowing them to live a normal life so they do not feel isolated or  'different'. Activities such as swimming, sports and riding a bike can still be participated in with simple precautions: supervision in swimming, protective clothing for riding, etc. Extra attention may be needed if your child is photosensitive (hat, sunglasses, long sleeves, sunscreen, etc.) Common sense is the best way to determine what if any precautions to take.


Below are a few yoga-based examples of non-medical  interventions for seizures. These interventions are meant to be complimentary and not as a sole cure by themselves. If you are not sure if you or your child should attempt these, please check with your doctor first.

1. Deep Belly Breathing: Practice Daily and at onset of seizure. As you breathe bring the air into the "belly" area. (you can place hand over the naval-when air is brought in, your belly/hand should move out.) To teach children how to do this, have them lay down on their back and place a small boat or stuffed animal on their belly. When they breathe, in, the toy should move up & when they breathe out, it should go down. See a video here using a visual prop: Breathing Ball


2. Imagery:  Has a calming effect by slowing the production of of stress hormones and increases serotonin & blood flow to the brain. Imagery is creating a "picture" in your mind of a pleasant place, person or experience. Find a Starfish Relaxation Imagery Here.  


3. Yoga Poses:  These are intended to relax the head, neck and lower back, and reduce the frequency/intensity of seizures. Modify & use props (chairs, bolsters, pillows, blocks) as needed to support the body comfortably. If you are not sure how to assist your child with these movements, consult a qualified & experienced adaptive yoga instructor.


Downward Dog
(Modify by resting head on a pillow)
(Modify by allowing children to do over an exercise ball)



Child's Pose (Turtle Pose)
(Modify by placing pillows under chest/belly for support)
(Modify by sitting in a chair.Lean forward, chest to knees)


                        




Plow Pose (Upside-Down Pose)
(Modify by placing a chair/exercise ball by head &
resting feet on seat of chair)

 


Shoulder stand (Candle Pose)
(Modify by bending knees and placing feet on the seat of a chair.)



























4. Prevention:  The following will provide all-over relaxation, improve blood/oxygen supply to brain & thyroid.               

Shoulder stand, (See above)
Supported Child's Pose (Turtle Pose) (See above)
Seated Forward Bend (See image below)
Fish Pose (See image below)
"Starfish" Pose (Corpse Pose, Savasana) (See Image below)
"Legs up The Wall" Pose (See Images below)

Seated Forward Bend
(Modify by placing a pillow or blanket on thighs)



Fish Pose
(Modify by placing pillows/blanket under neck & knees)











"Starfish" Pose
(Modify by placing blanket under knees)



Legs Up the Wall
(Modify by placing a folded blanket under hips)
(Modify by resting lower legs/feet on the seat of a chair)

                            





















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Are YOU Going to Solla Sollew?

Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.
~Dr. Seuss


One of my favorite children’s book authors of all time, is Dr. Seuss, born Theodor Seuss Geisel on March 2, 1904 in Springfield, Massachusetts. He published 44 children's books, which were often characterized by imaginative characters & creatures & creative rhyme.

Best known for his "Cat in the Hat" Books, he used nonsensical words to create vivid worlds that have nothing to do with reality and are only limited by what the audience’s imaginations can create. Children & adults of all ages have come to love Dr. Suess and his amazing stories.

If I had to pick a favorite Dr. Suess book, it would have to be “ I Had Trouble in Getting to Solla Sollew” (©1965). This was a favorite of my sons (now 25 & 26) growing up. They would ask me to read it to them again and again, (complete with character voices). I even gave a copy to one of them as a high school graduation gift. (Somehow now my daughter, 11, has acquired that very same copy and refuses to return it to its rightful owner!)

In this imaginative, story, our main character, (a strange but cute & lovable little fellow) has a very hard time staying away from troubles & finding Peace & Happiness.

After stubbing his toe and being bitten in the tail end by a Quilligan Quail, he decides that he’ll go in search of the city of Solla Sollew, a magical place where there will be better luck, so he is told.

Unfortunately, no one is able to actually lead him to the wonderful land of Solla Sollew, (on the beautiful banks of the River Wa-hoo) and a series of unexpected, and unplanned for, mishaps make for an interesting, yet frustrating adventure as troubles seem to follow him wherever he goes.

The themes in this book are timeless and fall into the many lessons of yoga: through this story children can learn about coping with troubles, the reality of impermanence, about what happens when we blindly follow others, how things are not always as bad as they seem, planning ahead and thinking things through, trusting your instincts and most importantly, how happiness is not a faraway place-it’s a state of being.

It’s a great reminder for adults too-that many times, that very magical place we are looking for is right underneath our noses.

Filled with vivid imagery, this is one Children’s book that belongs in everyone’s personal library!!

*Dr. Suess’s birthday, March 2, has been adopted as the annual date for National Read Across America Day, an initiative on reading created by the National Education Association.



*Want to hear the story of "Solla Sollew"?   Click here to listen...