Hard Battles

Wildwood Zoo-2008

This is a post I never imagined writing.

How fitting that this morning, the first sound I heard was that of a Mourning Dove. The sun is shining and the sky is clear, and it doesn't seem fair for the heaviness that I am carrying inside of me.

The young man in the photo at the left is the son of a good friend of mine. He took his own life this past weekend at age 19. (He is pictured with his sister on left and my daughter on right.) Right now, there are not enough words, nor enough tears to express the sadness and pain that his family and friends feel.

I have spent many hours and days with my friend & her kids. I helped them find and move into their house in NC. I love them like my own. Lawrence was a bright, energetic inquisitive boy who was growing into an  intelligent, caring young man. There were minor bumps in that road, like we all have had, but it seemed as if he was smoothing over the rough spots.

He practiced yoga & loved the Asian Culture, especially the idea of  Ninjas. He was very artistic, protective of his sister & always looking for ways to help people. He was a lover of science & nature, and spent his last moments alone in the peace & quiet of the woods that he loved so much. The news of his passing has come as a huge shock.

I remember one time, when the family first moved down south, where my friend and I saw this grotesque bug-like creature jumping across the floor.  We backed away, not knowing if it was going to sting or eat us, and Lawrence stepped into action, and instead of killing it, he trapped it and proceeded to study it and learn about it. Then he set it free. To his credit, I now know more about Camel Crickets than the average Pennsylvanian.

There is a saying that goes: "Be kinder than necessary; for everyone is fighting a hard battle". I think we are all fighting our own personal battles. Some of us fight on the outside in obvious ways, and others are fighting on the inside, silently & alone, and don't know that there are allies to stand next to them, and behind them to help them win those battles.

We may never know why Lawrence made this choice, but we do know that many other teens also feel that there is no other option. My only hope is that we can become better allies-better friends to each other & prevent this kind of a tragedy from happening to another bright young soul.

Today, I'm asking that you choose to be kinder than necessary. Especially to yourself. Reach out to others in words and action, to help and be helped. No one has to ever feel or be alone.

Don't just fight those battles, win them.





*If you have a resource link to share for families, Please Post it in the comments below. Include the city and state where located.



S.A.V.E -Suicide Prevention

Kids Health-Teen Suicide

American Academy of Child and Adolescent Psychiatry

The Darkness - Suicide Prevention



.

A Matter of Trust

No parent should feel they have to send their kids to school with a wire on, because they are suspicious of classroom staff, but I understand why they do. Its a matter of trust.

I felt compelled to post this today, not because I want to shock and depress everyone, but because I want to educate and motivate.

You may have heard by now of the father in Cherry Hill, N.J. who sent his autistic son to school with a wire on, because he suspected his sudden violent behavior was due to something going on in the classroom. Well there was. He was being verbally abused and intimidated by his own teachers and assistants.

I started out as an assistant (para professional). I know how stressful it is, and yes, I have seen this kind of treatment of special needs students. Its sickening to me and the reason I decided to not go back into the public education setting when I moved to PA. I was lucky that my last teaching experience in NJ was a good one, but what this Cherry Hill family has experienced, makes me want to cry. What this teacher did, hurts every child & every parent, in addition to making every educator look bad.

Administrators: there is discussion about installing cameras in classrooms. Sure, go ahead, do that. But how about supporting and training the staff on an ongoing basis and not just hiring them, paying them $10/hr and then letting them figure the rest out themselves? They need support and training, so this doesn't happen at all.

Furthermore, how about releasing these teachers of their duties entirely instead of just shuffling them around & re-assigning them to other classrooms. We were outraged when we found out that Bishops re-assigned priests who abused children to other parishes-why should a teacher abusing a special needs child be treated any differently? Both behaviors place all children in danger and both need to be immediately suspended/ terminated until investigated. (NOTE: only one of these teachers was fired. The rest were re-assigned and are still working as of this date.)


Educators: Ignorance & lack of training doesn't excuse you from acting right. Ask questions and use your common sense. The internet is an unlimited source of information. So are the other professionals you work with. You are a team. Work together & look for other resources to educate yourself to do your job better. Take some pride in yourself and the work you do.

If you are a teacher, para-professional or other staff member, watch this video, listen to the recordings- and think about how you treat the kids you are around. Every second of the day, you have the power to either help them-or hurt them deeply, not just with your actions, but with your words. Don't abuse the responsibility or the trust you've been given. Your actions affect everyone involved.

We chose to work with children with disabilities. The child did not choose to have a disability. These students & families depend on us for guidance and protection. If you see abuse, verbal or otherwise, report it. We ALL are accountable for children's well being. Don't stand by silently and watch your co-workers treat any child like this.

I wish the Chaifetz family the very best.

Watch the video here:

Teacher Bullies Autistic Child


Contact: barbara@bodylogique.com

Say It Better

We take the ability to communicate for granted. Just open up your e-mail inbox and you will see loads of communications-some welcome, some unwelcome and most, redundant.

The part of yoga that the adults (and teens) like the most is the relaxation part-when everyone stops talking and just listens to their own bodies & what they are communicating to us.

Spoken language is developed through a specific sequence - first we listen (receptive language), then we imitate (expressive language), then we begin to innovate, and finally we invent. This process happens naturally when children and adults are having fun, playing and interacting.

In the early stages of this process, some children find it difficult to listen for very long. (This happens again during the teenage years!) For a toddler, spoken sounds are in general, not as engaging as pictures. A child's ability to focus for longer durations can be built up through visually  interactive games such as dancing, dress up, catch, yoga or hide and seek. 

Language is central to learning & the ability to use and understand language is essential for all children. Spoken language develops at an incredible rate,when children have opportunities for conversations with others - both adults and children. But what happens when a child has a sensory, cognitive or communication challenge?

Experts tell us that the first 6 months of a child's life are crucial to language development. The prevalence of speech disorders is about 8 to 9 percent by & the first grade, roughly 5 percent of children have noticeable speech disorders; the majority having no obvious or known cause. Speech & language delays are the most common developmental difficulty that children encounter. A study by a basic skills agency reported that, in the opinion of teachers, 50% of children start school lacking skills that are vital for a successful start to education. Early intervention specialists, preschool staff & peers & family members all play a vital role in encouraging communication development in children.

One of my parent & educator workshop topics puts focus on communication, particularly receptive language. (Expressive language can only develop and expand after receptive is mastered.) One of the techniques I use is to observe students for outward signs of stress. Doing this can help determine if the child is understanding or tuning out.

Once a child is stressed  for any internal or external reason, you will have difficulty communicating with him at all on any level. I further show parents and educators techniques and games that help a child self-regulate allowing for better readiness for longer listening & stronger receptive language skills.

Here's why we look for stress signals: When our brains are overloaded, stressed & confused, our bodies compensate for not being ready to listen/learn/think by using actions as aides to re-engage. Adults do this too. Its called fidgeting.

Chronic compensation will fatigue the body & inhibit any further listening/learning. This leaves muscle tension that acts as a trigger each time the student/ teacher is confronted with a similar situation So it is imperative to speak simply and clearly, recognize these outward signs of internal stress, give children frequent breaks & tools to self-regulate.



Outward signs of compensation, confusion & impending stress response are:

• staring
• locked knees/elbows/jaw
• fidgeting
• holding breath
• disruptive behavior (talking, calling out, etc.)
• agitation
• closing eyes
• physical ticks (knees, fingers or foot tapping, etc.)

A good rule to follow in general with all children while language is developing or when communicating with a child who has delays: say things better. Keep it simple. Use one word per year of age.  It seems obvious, but you would be surprised at how many overlook this simple technique.


Start by eliminating adjectives, adverbs and all variations of the word "try" from your vocabulary. (Such as the common uses of "No-try again..." In ABA drills.)

"Try" implies extra effort, that the child is "losing it" and can’t get it right. This creates over-focus and a child with language delays cannot move/process and think/process at the same time. The stress will over-excite & confuse the brain and cause it to shut down, therefore halting the ability to receptively understand.


Replacing this phrase with "do your best" implies ease, relaxed learning & "getting it". You have now empowered the student by eliminating judgement, expectation, competition or comparison to the last failure or success. You have now created engagement, and an atmosphere for listening-for the next instruction, for the "That was awesome!" or the "You did it!". You have created an opportunity for learning receptive language.


"Don't" is another word to eliminate. The brain cannot process it. "Don't Run/hit/bite" (or the variation "no running/hitting/biting" ) translates into: "Run/hit/bite". Its more constructive and clear to a child if you tell them what you WANT them to do, "Please Walk/keep yourself & friends safe" or "We are Walking/We keep ourselves & friends Safe".


As for demanding Eye Contact-use your best judgement! Ultimately we want the child to look at us when communicating. Keep in mind that if the child is engaged, they will naturally want to look at you. This should be spontaneous and when they are ready, they will. Avoid the temptation to use your hands to turn a child's face towards you-this discourages spontaneous communication & is intimidating to the child. When you get down on their level, and play, will you do far more to motivate eye contact than trying to force it before the child is ready.


To receive workshop information please email:


barbara@bodylogique.com


.

Its Friday! In Case You Missed it-April 16-20

In Case You Missed it... Its Friday! and we are back as promised with the top article links for this past week.


For those of you new to my blog, each Friday, we feature the top articles (archived and new) that are relevant to those who work with children with social, sensory and learning challenges. The purpsoe of this weekly post is to expand and improve the scope of resources & information for families, educators & otehr professionals. We want to build connections with diverse resources to help each other stay informed in the most straightforward and entertaining way possible.

To read the original article, click on the title link. (A short description as a quote or excerpt taken right from the article appears under each link.) The source is listed under the article title. Please feel free to share, with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.

Guest post submissions are always welcome!

Please report any broken links to Barbara at the e-mail link below.

Have a Fantastic Weekend!

~Barbara

barbara@bodylogique.com




Affection Deficit: Dealing with Students who Hear a Different Drummer
(Edutopia)
I had assumed that my son's interests in science & electronics would make him a great student. I was wrong. Instead, school has been an ordeal. Why? Because Cole will tune out what doesn't interest him. He can get lost going from one simple task to another, and his imagination revs up without warning, taking him from spelling quiz to intergalactic mission in a matter of seconds...


Autism, Inflamation & Nutrition
(Psychology Today)
Autism. The reason no one has been able to find a specific pathological cause or cure is because it is multifactorial - it seems that a combination of genetic, environmental, neurological, and inflammatory factors contribute to the development of autism. Today I would like to focus specifically on the inflammation and other evidence of nutritional contributing factors...


 Healthy Ways to Show Feelings (A classroom activity Grades pre-k to 2nd grade)
(Teaching Tolerance)
Individuals of all ages can find it difficult to identify and express their feelings in a positive way. At the elementary level, many students need a springboard for discussion. This can help make students more open about their feelings.


Redefining 'Normal'
(Stuart Duncan, Autism from a Father's Point of View)
Normal… that peculiar notion of fitting in with those around us. Not with society… but with those around us. In highschool, some people felt it was normal to be with the cool kids, others with the nerds and so on. At work, for me, the designers tend to fit in with other designers more so than programmers and programmers tend to fit in with other programmers better than designers...



The 'Sun Stretch' for Kids!
(BodyLogique.com)
Yoga can be used to release frustrated pent-up energy, to calm and relax in the classroom (before a test) at home (before bedtime) or anytime & anywhere the need arises. It helps build physical strength, character and confidence & can be done indoors or outside. No special equipment is needed. Our "Pose & Postures"Page is a feature to acquaint you with some of the things we learn in a typical play group or class. Try the "Sun Stretch"...




Contact: barbara@bodylogique.com

Subscribe to S.M.Art Kids / Healthy Kids by Email

From The Archives

Well yesterday I realized that I didn't schedule a Friday "In Case You Missed It" Post! It was a such a  beautiful day, that I was out of my office most of it. I hope you were too.

Today I've selected a few of the most-viewed articles-and a few of my personal favorites- from my archives and linked them here. Enjoy & feel free to pass on to others the ones you find most useful.

"In Case You Missed It" will return on Friday in its regular spot.

Have a great week everyone!


~Barbara



Helping your Child Sleep Well
(January, 2012)
It is estimated that as many as 30% of all children may have a sleep disorder at some point during childhood. Sleep disorders can impact health, school performance, day to day activities & social-emotional adjustment. For this reason it is important for both parents and educators to understand these disruptions and simple ways to assist children to rest and sleep better...



The Connection Between Sensory Integration & Yoga
(July, 2009)
Yoga itself is a natural form of sensory integration and It can be adapted to a variety of ages, learning styles and environments. Yoga will assist in facilitating many of the same skills as conventional S.I. as all 5 senses are stimulated & integrated during a 30-45 minute yoga session...



 Breathe-Relax
(July, 2010)We don't usually associate stress with good news or happy events, but these can also create a stress response in the body. We need to take moments throughout our day to release this tension that builds up not just in our mind, but in our bodies too...



 Living in Color
(November, 2011)I love taking walks in the woods this time of year. The colors of the foliage is absolutely beautiful and so restorative & healing to me. My daughter often refers to this time of year as "Living in Color". Color is a form of non-verbal communication. Colors say something to us when we look at them. What colors make you feel happy? Agitated?


Peace Pose
(May, 2011)Today is a perfect day for soaking in the peacefulness of the sunshine, the clear blue sky & the cool breeze & watching Lauren, my daughter play with the neighbors grandchildren. They have had a very fun & busy morning; running barefoot in the grass, playing wiffle ball, catching butterflies, picking (and eating) strawberries from our garden, blowing dandelion seeds, playing with dolls and pretending to be astronauts...



Where Mind, Body & Technology Meet
(October, 2011)When I was a kid you couldn't pay me to stay inside. (Unless it was snowing out. I did not like the cold much and still don't.) 4 years ago, I moved myself and my daughter to an area with plenty of parks, rocks to climb, biking & hiking trails and lakes. I am surrounded by the beauty of the woods & 'out doors' is a large part of my life. But as much as I advocate movement, sensory integration and art & nature being vital for children to learn & thrive, I want to also acknowledge that there are many places where the mind, body & technology meet and can live in harmony...



Dragonflies
(May, 2010)

"The Dragonfly Story" has become a favorite for the students in my Adaptive Yoga class for many reasons. In the story, a little "water beetle" who lives in the bottom of the pond gets curious to see what is up at the top. The story continues as he journeys into the unfamiliar, seeing new creatures around the pond and meeting new friends.One reason this story is so loved (by children as well as adults)  is the many lessons contained within it...





Contact Barbara: barbara@bodylogique.com

 

Recreational Activities that Prevent Summer Learning Loss

Summer Learning Loss is the regression and loss of motivation & skills seen in kids after the school year ends. Research has shown that summer learning loss occurs when children don't have access to camps, recreation and other summer activities.

During the school year, students learn at relatively similar rates. More than 1/2 of the achievement gaps that occur over summer break can be attributed to unequal access to educational (and fun) activities due to economics, disability or traveling distance.

To prevent summer learning loss, be sure to expose your children to a variety fun, interactive enrichment activities over the summer:

• Play group activities
• Nature center programs
• Outdoor activities (plant a garden, go fishing, playground, etc.)
• Library reading programs
• Museums
• Festivals
• Sports (organized and neighborhood)
• 4H / Scouts
• Hobbies (science, art, music, yoga, dance, karate, cooking, model building, etc.)
• Summer enrichment camps (see links below)

Below are links to directories of summer camps and activities in PA and beyond. You can read more about how to select a suitable summer camp:  Finding a Quality Camp Program for Your Child (From Blog Archives, July, 2010)


Camps:

Camppage.com  (US / Canada )

Kidscamps.com  (PA-Includes special needs camps)

Campresource.com  (PA)


Family Activities/Things to do:

Attractionsuptake.com  (2896 things for families to do in PA)

Playgroundbuzz.com  (Indoor & Outdoor activities for kids in PA)

4Kids in PA: (Things to see and do in PA)

Mama's Little Helper (Free and low cost events and activities in PA & NJ)


*Do you have a personal recommendation for a camp or activity? (Especially activities for children with special needs.) List it below in the comments box. Please include the city and state where the activity is located!



Contact Barbara at: barbara@bodylogique.com

Literacy & Children's Yoga

Literacy & children's yoga-is there a connection?

Absolutely! The connection is in the way they both engage children-one through physical movement, the other through imagination!

When the two are combined, you have a poweful format for bringing a lesson to life by personalizing it. In doing this, you give it more relevant value to the student.

In many children's yoga programs, such as the one I founded (S.M.Art Kids® Adaptive Yoga -Stories, Movement, Art) stories and character themes are used as a basis for the lesson plan. (Yes-yoga teachers DO write lesson plans!)

We have found that stories are a versatile way to help kids identify more easily with character qualities, situations & abstract concepts. Yoga postures are often used to tell the story actively.

This type of interactive storytelling and character identification can  be used as a method of instilling language and vocabulary skills, expressive & receptive communication skills, social and emotional learning concepts and an atmosphere of diversity, sharing, respect and belonging.

Stories can be found in so many places: personal and family histories, world history, mythology, cultural stories & folk tales, movies, video games, social stories and children's books. Storytelling makes learning engaging, kid-friendly, and fun!

My friend Angela at OMazing Kids Yoga in Norman OK has compiled this fantastic list of children's books that can be used by yoga teachers and other educators for creative, interactive learning:  Books for Kid's Yoga


Other Great Storytelling Resources:


S.M.Art Stories™

Story Jumper

Barefoot Books

Bucks County Public Libraries

Storytime Yoga



For more Information contact: barbara@bodylogique.com
or visit: www.bodylogique.com


.

Picture This....

Photo: Barbara Gini

I have always enjoyed taking and looking at photos. My favorite gift from childhood was the Kodak110 camera that 'Santa' got me one year. Being a young girl, I took pictures of everything-including my toes and those candid close-ups of my brother sleeping. (Sorry Bobby! )  Years later, I even worked as a children's photographer. (I still prefer candid shots over 'posed' photos.)

I still love to take and look at photos of the outdoors and of kids. I snapped this one at left with my cell phone yesterday while I was out walking. I just wanted to take it all in: the breeze, the quietness of the road & the incredible brilliant blue sky that is not quite captured in this photo. Its as inspiring to look at as when I was actually there, and its now my new screen saver.

There are personal reasons why we love to look at photos: (memories, nostalgia, art, inspiration ) and also biological: our brains are wired for pictures.

What gets your attention most on social networks? A post with words or one with a picture?  (Most of us will agree that we will click on a photo before we click on a link. ) More than 25% of our brains are used for visual processing. (That's more than for any other of our senses.) We will remember 85% of what we see externally (or visualize internally) making images the most efficient way for us to take in information.

We can use this knowledge to our advantage, not only to improve learning but also for reducing stress and increasing productivity.

From where you are sitting right now, what do you see? (Other than this article.)  Is it bright, pleasant and inspiring or is it chaotic and dark? Whatever you see is what is what you are taking in and processing all day long. Its like downloading this program all day into your brain. This visual 'noise' can be as draining & distracting as auditory noise.

Keep this in mind when setting up a classroom, therapy room, office space for yourself or a study & play spaces for kids. The more visually calm, inspiring & pleasing the space, the less stressed the occupants will feel and the more learning, productive work or fun will take place.

There are a variety of ways to make a space more visually engaging and it depends on the individual's preferences. What do you like to look at? What do your students or kids like to look at? Be sure to include more of those things in your working & learning spaces. If its not possible, take a photo (or find one) of something you like to look at. Frame it and place it on your desk or on your wall so you can see it often.

Educators can design a more inspiring learning space for students by making a few simple changes. One is to minimize visual distractors by putting away or covering everything unnecessary. Another is to pay attention to what the students are looking at all day-a white (or black) board? Not too motivating. Be sure to include a few (not too many) visually interesting and inspiring images or cartoons in and around the area they look at most.  Change them every so often. Using more images and less lecture in your lessons, keeps children engaged and interested for longer durations.

In another article I will be outlining more tips on designing a visually calm & engaging classroom environment. But for now, make some small changes in what you are seeing and notice the difference.


Want to learn more about how to improve visual processing? Read: Eye-Mazing!

You also might like: Spring Themed Guided Imagery (self-calming & stress management for kids)

Too Book a Sensory Solutions™ (Yoga Based Strategies for the Inclusion Classroom) professional development workshop, contact: barbara@bodylogique.com


* We welcome your comments and insights!


.

In Case You Missed it... April 2-6

Photo: missedmytrain.com

In Case You Missed it... Its Friday! and here are the top article links for this past week.

For those of you new to my blog, each Friday, we feature the top articles (archived and new) that are relevant to working with children with social, sensory and learning challenges, and expanding our personal interactions that week with families, students & educators.

The purpose of this weekly post is to create connections and a diverse resource of information to help us support and inform each other in the most straightforward and entertaining way possible.


To read the original article, click on the title link. (A short description as a quote or excerpt taken right from the article appears under each link.) The source is listed under the article title. Please feel free to share with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.

Guest post submissions are always welcome!

Please report any broken links to Barbara at the e-mail link below.
Have a Fantastic Weekend!


~Barbara
barbara@bodylogique.com



Autism Articles and Resources-Courtesy of Brain Balance of Wayne PA
(Brain Balance Wayne NewsLetter)
April is Autism Awareness Month. April's newsletter issue has been dedicated to informative article, local resource & event links (PA) for you and your family. Take a look...



Fostering Initiative in Children
(Roots of Action.com)
The word happiness is used to describe a myriad of good things in life, including love, fleeting moments of joy, and chocolate bars, we often talk about it as a destination just down the road. But happiness is part of a journey – and helping kids navigate the journey with courage and optimism is part of raising healthy children...


Sugar and Kids: The Toxic Truth
(CBS 60 Minutes)
Dr. Sanjay Gupta discusses new research showing that sugar is toxic to the human body and what families can do about it...



Yoga Shows Psychologic benefits for High School Students
(Science Daily)
Yoga classes have positive psychological effects for high-school students, according to a pilot study in the April Journal of Developmental & Behavioral Pediatrics, the official journal of the Society for Developmental and Behavioral Pediatrics...




Spring Themed Guided Imagery for Kids: Reduce Stress and Improve Concentraion
(S.M.Art Kids Blog)
If you are the parent or family member of a sensory challenged child, not only can the time change, longer days, new activities & events be a bit stressful, but so is the anticipation and concern over how your child might read, transition and respond to the new schedule, warmer temperatures & the spring break away from peers & educational and therapeutic support. One of my favorite techniques for counteracting stressful transitions is Imagery. It’s easy and effective and anyone can learn it for personal use without any equipment or extensive training...



Contact Us at: barbara@bodylogique.com

.

Rice & The Art of Engagement

Sea Turtle Mandala
Photo: ©2011  B.Gini

A few years ago, I was asked by Greenshire Healing Arts Center to provide a community art project for a Youth Peace Summit that reflects the theme of "Peace". What is better as a symbol of unity than a community Mandala?


Mandalas are circular, symmetrical designs that have been used for centuries as a tool for meditation & reflection, and in more modern times by Sigmund Freud as a tool for psychoanalysis. I have drawn many mandalas over the years and find them to be a great tool for engagement in self-reflection, peaceful, focused thought and creative problem solving.


I was not sure how to proceed at first, and after a few ideas that I rejected, I finally envisioned a design: The Earth encircled by a rainbow-(the symbol for Hope as well as a symbol of diversity) two Doves with olive branches (symbolizing Peace) A Heart at the base is for Love, Friendship and Acceptance, and Lotus petals framing all 4 corners, represent the progress of working towards Peaceful interactions. (A lotus grows up through the mud to blossom into a fragrant, perfect bloom. I have observed & known many people with that same ability.) I drew the design on brown paper that painters use to cover surfaces when working.


The Mandala was made with colored rice-a technique I became familiar with through my Friend Ritu who who also does the most amazing Henna and Batik you have ever seen! She has been doing this beautiful ancient art for many years. She was my inspiration for the building of this project & this was my first time doing such a large piece.


Each grain of rice, being placed on the design by at-risk teens of all ages was the epitome of Peaceful interaction not just with each other, but within themselves. I noticed that as each area of the design emerged-one small spoonful at a time- the kids became fully engaged in the tiny colorful grains. One remarked that she felt as if she had become part of the design itself.

That is the beauty of this process. As each individual works on a part of the design, and as it emerges, it brings self- reflection to the individual, to the group & to the larger community. It helps us realize that even though we are individual and unique, we are all part of something much larger than ourselves. The mandala making process becomes the Art of Engagement which is the basis of all peaceful interactions.

When the design was finished, it was displayed in the gallery for a week, then dismantled, much as Tibetan Mandalas are. To me, this represents impermanence & non-attachment. It reminds me of the fragile nature of Life & affirms that any positive change begins with a single thought from a single person-just as this design began with a single spoonful of rice.

Being who I am, I have adapted this activity to use with my younger groups & my students with sensory challenges. From their perspective, it is a fun, calming, multi-sensory activity that helps them learn to focus, share, engage & follow through with a project to completion. For the younger kids, I use simple terminology & call the designs 'mosaics', or 'rice art' and I make them permanent by using a little bit of white glue before the rice is added.

So many Life & Social skills can be learned through this activity! Its a perfect activity for outdoors and is the method I prefer. If you are going to do it inside, let the kids assist through the entire process by helping color the rice, set up the area & clean up at the end. If rice spills, gently guide them to help clean it up. Wherever you decide to set up the activity, be sure to allow plenty of time. It’s counter-productive to rush children through the process.It may even be helpful to set it up at a 'sensory station' and let the kids work on it at intervals during the week.

Supplies are simple: Plain, heavy duty paper plates, round or square (not Styrofoam) OR shoe box lids. (You can also use aluminum pans or plain color plastic trays) rice, food coloring and hand sanitizer. There are literally thousands of ideas and patterns online. Start with simple geometric shapes and build more intricate designs as the skill and attention level increases.

To see an instructional video of how to color the rice, click here: Colored Rice Technique.

 To find our e-course on designing mandalas for stress management go to:
10 Minute Mandalas

I know there are hundreds of other ways to use colored rice. Tell us your ideas in thecomments below!


To see some photos of the activity in progress, watch the video below.



Contact: barbara@bodylogique.com

What Comes After Awareness?

Photo: Mind.org

As you’ve probably heard, April is Autism Awareness Month. I've been asked to walk, write an article and help at several awareness events this month, and I have decided to not to participate in any of these events or activities.

To those of you who don't know me, this will sound contradictory to the work I do. It might even confuse or offend but before you un-join my blog or de-friend my Facebook page in protest, let me explain why I will not be raising any more awareness for any causes.

I feel as if the time & energy spent ‘raising awareness’, debating vaccines, medications and the political correctness of the phrase ‘autistic child” & re-reading & quoting the statistics (which are from old data), could be put to better use. Over focusing on these things only stirs up fear, misunderstanding and other un-useful emotions and deters us from taking more effective actions. I'm leery of people, organizations & corporations who use this fear and misunderstanding to exploit families and push emotional buttons for the purpose of self- promotion & financial gain.

Awareness initiatives were useful at first. It got people to pay attention and it helped them understand better. But as time has passed, they have become less about education & more about promotion. There are awareness and acceptance campaigns for everything and instead of building bridges of understanding, I see people starting to filter and tune it all out. The messages have gotten lost and I see 'awareness' becoming less helpful & more of an excuse for inaction.

The truth is that parents and families of the “1 in 88” have more awareness than any walk or press conference could ever raise. If you want awareness, spend some quality time with an autism family. That is real awareness. Those who don't know what autism is, or don't need to know (because it doesn't affect them) will remain unaware & won't seek out the information that is out there until they have to.

Awareness alone will not cure, eliminate or solve anyone’s problems, and is of no use if you don’t take action with what you know. Discussing, debating & perpetuating the same emotional upheaval will never help a single child. It’s not what is needed. Action is what is needed.

Action cannot be effective as long as there is time spent getting stuck on statistics. Numbers will change, depending on who is reporting them and what their agenda is. The numbers are not going to give us any clues, ideas or answers. We cannot help thousands of children at a time or even 88 at a time, only the one or two who are closest at any given moment. We need to fully focus on each individual and take those actions needed. We need to start with the individual if any children are to be helped.

Start with the child nearest to you. Parents, professionals & support staff need to get on the same page and instead of spending time being enemies, put that time to better use. We are all on the same side, or are supposed to be. Communicate & think outside of the lesson plan, IEP and core standards and get creative in devising & implement challenging, self-affirming experiences that teach and assist kids to be more self-reliant at school, at home and in life. Help them learn skills that will give them the best opportunities for functioning in a world that may or may not be aware, & may or may not accept, support and adapt to them like their families are hoping and expecting it to. Teach them that not everyone will include nor accept them, and that is okay. It never makes them less. Sometimes they will have to be the ones who need to accept and adjust to others.


I’m not involved this year in any walks or events promoting awareness. Not because I don’t want to help, but because I know my strengths and my limitations. I know that helping raise awareness is not the best I can offer. I know that as long as I debate, discuss & promote, I am not taking action. I can offer families and professionals so much more and for long as I can, I will. So, I will continue to support children, parents and professionals through adaptive movement & yoga-based education as I have been for the last 12 years.

Its time to think beyond awareness and take action; not just for autism, but for all the other challenges and
"-isms" out there. Not just for a month or a day, but every day.

Action is what will always have the biggest impact.

 

*What actions will you take that will have the greatest impact?

Contact: barbara@bodylogique.com

Self Calming in the Peace Garden

Photo: Anita Martinz

Spring is here and for many families it may be filled with more activity than usual. Families visiting, spring festivals, outdoor events and gatherings are added in to the mix of the regular work, family and personal obligations.

While the approaching spring season and the break from school is a time of outdoor fun, vacation & renewal for some, for others it means more pressure, fuller schedules & new situations to manage.

If you are the parent or family member of a sensory challenged child, not only can the time change, longer days, new activities & events be a bit stressful, but so is the anticipation and concern over how your child might read, transition and respond to the new schedule, warmer temperatures & the break away from peers & educational and therapeutic support.

One of my favorite techniques for counteracting stressful transitions is Imagery. It’s easy and effective and anyone can learn it for personal use without any equipment or extensive training.

Imagery is used by counselors, doctors, athletes and everyday people. It is simply creating a detailed picture  in your mind's imagination. Imagery can be of an object, a word, a place or a situation. We use this simple yet powerful tool all the time without even knowing it to create positive calming images as well as stressful ones. Every time we relay a story about someone who helped us (or who hurt us) we are re-creating that experience in our and other's minds. However we responded to it in real life will be exactly how we (our bodies, minds and emotions) respond to it in imagery. The more frequently we can create and hold calming, positive images in our mind, the calmer and in control we will feel when our world is a little uncertain.

One fourth of the brain is involved in visual processing; more than any other sense. This is why Imagery is such a powerful tool. Seeing something is the best way that we take in information and learn. This is especially true for children. It doesn't matter if we actually see it or if we create an image in our mind's eye. The brain can't tell if its 'real' or imagined & the effect is still the same. Children can use this technique very well once taught.

Imagery can be guided verbally or facilitated with photos & quiet instrumental music. The child can sit on the floor, on a cushion or a comfortable chair or even lie down. Ask the child to close her eyes and listen to her breathing. Speak softly and slowly and allow momentary pauses in between sentences to allow the child to form a picture in her mind.

Here is a simple imagery to get you started:

My Peace Garden:

Close your eyes. Take 3 slow, quiet breaths. We are going to get ready to go on a visit- to a beautiful place that belongs just to you. This visit will take place in your own thoughts and you can go there anytime you want-when you are sad or angry or when things get hectic & you just want to go to a safe place for some quiet time to yourself.
Now, take a big slow breath & imagine that you are walking outside-along a path. It’s a beautiful sunny day and you can see the blue sky, the clouds & hear the rocks and the gravel crunching under your feet.  As you are walking you feel safe & happy !

As you walk a little more you come to a beautiful garden! See this garden in your mind. It has so many beautiful flowers of all of your favorite colors. What colors do you see? Can you small them? There are many butterflies fluttering around in the flowers.  As you walk more into the garden you can see apple, pear and cherry trees and hear colorful birds tweeting in the branches. There are so many kinds of amazing plants and animals!  What kinds of animals do you see? There is also a very special [chair, rock, swing, mushroom, etc] for you to sit on while you are visiting.  As you see all the flowers and all the animals you feel so safe and happy and you know this is a special place! This is your Peace Garden.  Whenever you come here, to relax or to think, you will feel safe, happy, and peaceful.

In a few minutes, it will be time to say goodbye., but remember that you can come back again to your Peace Garden soon for a visit.

Get ready to take a big breath and on the count of 3, you can open your eyes. 1-2-3...


Its important to allow a block of undisturbed time-no cell phones or interruptions. This process should never be rushed. If you decide to do it for 3 minutes that's fine. 30 minutes is also fine. It depends on what the situation is and how long of a break your child needs.

When ending this activity, bring the child gently & gradually out of the imagery or it could have a jarring, unbalancing effect on the child. Have them sit and talk for a few minutes about what they 'saw' in their garden. If they are non-verbal have them color for a few minutes before resuming other activities.

For children with diminished receptive language skills, make a small collage (preferred technique), scrapbook or photo album and include color photos or drawings to set your imagery theme (Example: garden, beach, animals, the woods, etc.) Include a few photos of the child in these places & doing activities. Allow them to look at the images while quiet music plays. Talk to them in a quiet voice about the images and how calm the pictures make them feel.

The best way to learn to guide your child through this process is to practice this yourself first. Children learn from our own example. Be willing to manage your own stress & look for signs of stress in your child. It’s a good idea to introduce imagery at a time when the child is already calm and practice a little bit every day to make ‘calm’ a habit. Teach children to recognize stress too and when they do, go to a quiet place and use this imagination technique before stressful feelings get out of hand.

To learn more about how guided imagery can help you and your child read the Care for Caregivers Blog:

Its All in Your Head: Using Imagery to Improve Health

or contact: barbara@bodylogique.com