Friday, November 30, 2012

In Case You Missed it: Learning Through Play


Photo: M&H Online

play/plā/

Verb:
Engage in activity for enjoyment and recreation rather than a serious or practical purpose.
Noun:
Activity engaged in for enjoyment and recreation, esp. by children.
Synonyms:
verb.  perform - act - toy
noun.  game - performance - drama - sport



For me, the last 2 months have been filled with life changes, hellos and goodbyes, transitions, stress (storms)  
and schedules, etc. and I think its time to start to get back top where I was when these crazy events started-
and lighten up a little bit. 

This week's posts are related to play. I've even included some links to our educational (and sensory) toy recommendations.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post. Please report any broken links to Barbara at the e-mail link below.

Have a Play-Full Weekend!


~Barbara




The Value of Recess and Outdoor Play
(Education.com) 

The 4T's: Trusting Children as Learners
(Jeff's Blog)

A Day in The Afterschool Program: Helping Children Make Good Choices
(Marimouth.com)

Transforming Play Areas
(Engage for Education)

The 5 Best Toys of All Time
(Geek Dad) 

Yoga Added To Elementary School Lesson Plan
(VOA News)

Playing for the Future
(M&HOnline)

Worth Repeating: In Defense of Board Games
(PediaStaff)

Parents, Encourage Physical Activity!
(PKIDs Blog)

Headbanz-
(One of my Favorite Family Games)

Rory's Story Cubes
(Fun for Kids 8-12)

Textured Tangle
(For visual and tactile sensory fun!)

Create a Face
( Promotes fine motor skills, creativity, imaginative thinking and emotional awareness. Got to Love Melissa and Doug!)




"Play is the only way the highest intelligence of humankind can unfold."   ~Joseph Chilton Pearce, Contemporary American scholar




Contact: barbara@bodylogique.com
















Wednesday, November 28, 2012

Building Good Posture from the Ground Up

Photo: Balancing Eggs
robbinssports.com 
When we think of good posture we tend to think immediately of the back of our bodies: spine & shoulders. We spend a lot of time encouraging our students to "Sit up straight and pay attention". While the spine is one area that makes up overall body posture it doesn't begin or end there. Good posture actually starts in our feet.

Our feet are our base. Like the trunk of a tree, the base of a mountain, or the foundation of a building, the job of our feet is to support, balance and stabilize our bodies from the ground up as we are walking, standing, running, jumping and even when sitting. This is not an easy feat. (Sorry for the bad pun-I just couldn't help myself!)

In the absence of abnormalities of the foot, we are able to keep our upper bodies erect for extended periods of time. However, when feet are weak, flat, injured, confined in improper footwear, deformed or otherwise  not placed & used properly, this can have a collapsing effect on the entire body. This is especially important to keep in mind for children who have low muscle tone or poor upper body posture.

The  feet must be strong and stable enough to support not only the legs, but the torso, spine and head as well so that the body balances & aligns over the feet.  This is the foundation for all good posture & what provides the stability for all forms of healthy movement. We can tell the kids to sit up straight all day long and it won't improve their posture one bit until they feel stable at their base and from their feet.

To help your child's posture begin to improve, start with their feet. Try these simple activities and poses yourself and then with your child or students, 2 or 3 at a time. 

If you have time, go through them all. While watching TV is a great time to do this or in between activities or tasks as a transition. (Also very useful during standardized test taking. ). 

The key is to take boring exercises and give them new life-making a fun game for children to"play" rather than a monotonous routine to "do". If you make this a fun part of a child's daily activities, he will naturally take to it and eventually do it on his own.  

Keep words and instructions simple and use photos when available. (These are listed in order from easiest to most challenging. Modify number of repetitions or use props as needed. A link to a download with images is available at the bottom of post.)


Walk barefoot: 
On carpet, in grass or in cool sand, free of debris. As much as possible.Yes, I'm one of those nuts that  believe that being barefoot is one of our unalienable rights and should be allowed in schools and offices as well. There are about 5,000 nerve endings in the bottom of each foot-bare feet making contact to the ground beneath us while working is when we feel most relaxed, safe & "connected"- not just symbolically, but from a sensory & neuro aspect as well. (I will get into all of that in another post.) From an aspect of anatomy-it strengthens and stretches muscles and keeps joints moving.


Foot Massage: 
Be sure to allow a few minutes each foot-do not rush the process! With hands, gently press, knead, rub and stretch the foot-starting a the toes and going to the heel and back to toes again. (Don't forget ankles! )-kids can do while watching TV -give them the imagery that they are kneading play dough or putty, pressing the buttons on their Game Boy or sending a text message to a friend. ) remember those 5,000 nerve ending s and make each one of them feel happy! This releases tension in feet that can refer tension all the way up the spine to the back of head. (The best way to relax a headache is to massage your feet.)


Rollers: 
A different sensation than an actual foot massage, but just as effective in a pinch. Place a tennis ball, rubber ball or pool noodle cut to 8" lengths under your foot. Roll back and forth for a few minutes applying a bit of pressure as you roll. Be sure to roll under each foot. Relaxes and stretches foot & ankle muscles.

Doll Toes: 
Have children sit on floor with feet extended to the front. Just like a Barbie doll-point and flex toes (instruct children to push toes away-and bring toes back) do this to some upbeat music (We like "Salsa"  and the title track from the "Monkey Hip Gumbo & Mothball Stew" CD. So do the kids.) To add variety, vary the tempo and combinations (right foot only, left foot only, alternate feet, etc.) Do 20-30 times each foot. Strengthens & stretches.


Foot circles: 
I instruct the children that we are going to pretend we are painting circles on the carpet, wall (or in the sky) with our feet. Children can do this at their desks. As we are "painting", I ask them to imagine the colors they are using. (keeps them engaged)  Have them do 20 or 30 circles-instead of counting, try having them each name a color and paint 3 circles in that color. Good for ankle & calf strength.

Knee Circles: 
(Tai Chi) While standing with feet together, bend knees and place hands on them. Rotate, bend and extend knees in a (horizontal) circular motion while keeping feet solid on the floor. For kids I call these "Stirring soup" or "Stirring the Cookie Batter". Rotate 10-20 times in each direction. Strengthens feet ankles and knees. (My tai Chi instructor tells me that if we do this daily, we will never have a heart attack-I'm not sure what the connection is, but he's never steered me wrong before!)


Toe-Ga: 
Yoga for your toes! Use about 10-15 craft pom-poms, tiny porcupine balls or cotton balls. One by one, pick up and place in a cup or bowl using only the toes. Kids will really focus on this-they may use their hands at first to place cotton balls between toes-that's okay-they are problem solving! When they place all the balls in the bowl, have them do it with the other foot. This is a great sensory activity and will strengthen and stretch the toes.

Toe lifts: 
Ask your students to imagine they are stretching & reaching (or climbing) way way up on their tippy-toes to get some candy/toys that they really want! For entire foot, ankle and lower calf-and upper body posture.

Mountain Pose: 
Stand with both feet together (slightly apart & under hips is okay if having difficulty ). Toes and heels are "glued" to the ground like a steady strong mountain base. spine is straight and head is lifted. Arms relax at sides. (It may be helpful to show a picture of an actual mountain and ask, "What would my/your body look like if it were a mountain?" ) Grounding and stabilizing for lower body. Encourages good spinal posture and proper breathing.

Tree Pose:  
Using one foot for balance, lift other foot off of floor and place at ankle or just below knee. (Do not encourage children to place foot directly on opposite knee as they tend to wobble and want to flop on floor-instability and injury can result.) To encourage steadiness, tell children the "secret" that if they look at a spot or object on the wall, (or an actual tree) their whole body will stay more still. (For children who are able, and for extra challenge, have them stand on a balance disc. Use caution, supervision and do not leave children unattended when using equipment.) Stay steady for 10 slow breaths to start-gradually increasing in increments of 3-5 as skill is obtained. (One trick is to have students stand close enough to an (unbreakable) mirror that they can see their breath each time they exhale. Keeps them more engaged, focused & steady.) Strengthens foot, ankles and legs and encourages good spinal posture.

Bird Pose: 
(Also called Airplane) Use one foot for balance and lift opposite foot to back of body. Use arms out at sides like wings for balance. Remind the students to make good contact with floor using their base foot- toes and heel. Hold for 10 breaths. You can also do in front of mirror to increase engagement. (Kids love to see their breath make a cloud on the mirror!) Repeat other foot. Strengthens foot, ankle, legs and hips.

Skater's Pose: 
(AKA Warrior 3) From Bird Pose, extend leg fully to back of body and simultaneously bend forward, raising arms to front of body, so that back leg, back head and arms form a straight line parallel with the ground. Hold for 3-5 slow breaths to start, gradually working up to 15.  Strengthens entire body, especially core.


Get the downloadable version  of these activities here!   (Under the "Fall Specials" Banner.)




For more posture & sensory games to build strength, character and confidence, click here.



Monday, November 26, 2012

Nine-tenths Disability, One-tenth Person

Photo: hslawyers.com 

"Unfortunately, too many people see me as nine-tenths disability, one-tenth person." ~Norman Kunc

One of the things I love about what I do is that I can design programs to be entirely adaptable and to include every child, no matter what their skill level, comfort level or perceived disability. I love that I am finally in the position to let the students be themselves and can help design customized activities & programs that focus on the child and how they can participate in spite of their limitations. 

I have been working with parents and professionals more and more to show them how to approach recreation, teaching and therapy with an element of fun: we are not "helping", we are "playing & learning" together. 

Why do I emphasize the fun? Because I have learned that when you approach teaching or therapy as if you are trying to help someone, you inadvertently set up an imbalance of power, with you being the competent "helper" and the other person being the incompetent "help-ee". With children, you already have that imbalance as the adult or authoritarian. Now, this person (or child) is not your equal, they are "less" than or weaker than you, and looking at the bigger picture, from a yoga and a human standpoint, this clearly does not help at all, does not move them towards autonomy, nor does it meet that child where they are: it meets them where you are.

Those of us in the "Helping Professions" tend to think of our strategies & therapy as a way to improve a brain and/or physical function, and therefore the quality of life for our students. But if we stop to really think for a minute, we will understand that here is a difference between "quality of life" and "ease of living".  At the very heart of who we all are, I believe that we all have honorable intentions, however, I have recently been introduced to a man who has made me re-think our traditional, accepted approaches & how we define "quality of Life" and after seeing things from his eyes, I think that maybe we have all gotten ahead of ourselves.

Norman Kunc (pronounced "Koontz") was born with cerebral palsy and attended a self-contained school for students with disabilities from the age of three until 13 when he was then placed in a general education setting. Earning a Bachelor's Degree in Humanities and a Master's Degree in Family Therapy has augmented a lifetime of learning from his experiences of being labeled "disabled". Part of his work at the BroadReach Centre in  is to encourage professionals to rethink what their intent really is when working with children (and adults) with challenges.

He notes that relating other people's-our student's- stories to our own experience is part of developing that depth of thought and reflection needed as a therapist or educator to do what is truly in their best interest. He urges us to think and listen as people-rather than as professionals - and decide whether our intentions match our actions, and what are the possible consequences that will follow. 

Norman remembers from his experience that he felt therapists treated him as nine-tenths disability and one-tenth person:  "...professionals were too busy trying to improve my quality of life by putting me in a special school where I am supposed to learn to function better & they took away the opportunity for me to have friends and subsequently they actually interfered with the quality of my life..."  and he points out that: "...you don't gain the ability to deal with the complexity of people just by acquiring an abundance of strategies. You gain the ability to deal with the complexity of people from the depth of thought. And many people avoid seeking depth of thought because they are too busy acquiring this endless library of disjointed strategies..."  

I have always related to special needs children on the level of communication & being understood. I did not grow up with a disability, however I felt grossly misunderstood by so many, including my own family for a number of different reasons. This is where I make my initial connection with students, and after reading Mr. Kunc's story, I am more convinced than ever that as an educator, I have so much more to learn about the children I work with. I appreciate this insight and am certain that you will as well.

This is a powerful "must read" for every educator, therapist, para-professional, clinician and family member of special needs children or adults, as well as anyone who has contact with people with disabilities:

"The Stairs Don't Go Anywhere"



Contact: barbara@bodylogique.com

Visit Us: www.bodylogique.com 

Related Articles:

67 Things I've Learned from Children with Special Needs


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Friday, November 23, 2012

In Case You Missed It: The Season of Giving

As I sat down after dinner last night to write some notes for this post- (I usually write in longhand before I begin to type.) I glanced up at some of the commercials for holiday sales. Some of them were funny and others were just plain annoying.

It got me thinking about this season of gratitude & Thanksgiving, and of the 'season of giving' in general. I thought our attitudes about how we approach the giving not only of material gifts, but also of our time, hard work and creativity.


As I see it, there are 4 tiers:



  • Giving and feeling like we have been taken advantage of
  • Giving  and feeling really good about it
  • Giving, knowing that our gift will improve the life of another-and feeling exceptionally good about it
  • Giving, knowing that our gift will not only improve the lives of  many others, but will provide us with valuable knowledge, insight and skills that will enable us to support, educate & inspire those who need it most...and feeling better than you could ever imagine.

In the last few months I have been focused on ways that I could reach that 4th tier-make more good things happen and have a larger positive impact on my local community. To that end, I have implemented our charitable giving program, "S.M.Art for a Cause".

We all have a cause we are passionate about: one that makes it easy for us to give our time, our talent and our financial support. My passion is supporting, motivating & inspiring young people with special needs and the families and teachers who love & work with them. I do this through quality education: interactive programming, professional development workshops, consulting, distance programs, this blog and my other published books and materials.

In this charitable giving program, you support our partner organizations by attending fun and educational 1/2 day workshops hosted by the school or community group, and in many cases, even earning continuing education credits.

The organization benefits from your participation by receiving a generous portion-(50%-75%) of the registrations.

You benefit by taking an active part in supporting the organizations mission as you gain new knowledge and marketable skills.

The benefactors benefit by having continued services & support from the collective efforts of all involved.

If you belong to a local school or organization and are looking for a cost and stress-free opportunity to raise community awareness in addition to much needed funds, click here to learn more

They say it is better to give than receive but I think that when we do give, it should be to make a difference, even if in a small way. There are many way to do this: sometimes the best way you can give is to just listen, and other times its to buy that box of girl scout cookies, and support those little girls standing outside the store, (even though you are trying to avoid sweets. You can always give them to someone.)

This season, I urge you to explore how and in what ways you give. No matter how hard economic times are,or how rough things are for us personally, we all have something to share. We don't have give to a state, neighborhood or country on the other side of the world, we can choose a local school or project in your own community. Be selective and choose something that is personal and near and dear to you. A small local project can make just as much impact on a community as a larger national one. Either way, a little thought behind your giving goes a long way. 

Have a great weekend!

~Barbara



Related Links:


S.M.Art for a Cause-Workshop Fundraising Program


Rethink the Season of Giving

The Psychology Behind Gift Giving and Generosity

Teaching Children to Give

The Gift of the Magi - (O. Henry)





Contact: barbara@bodylogique.com 



Monday, November 19, 2012

67 Things I've Learned from Children with Special Needs

Photo: The Rashi School
rashi.org


I've always been drawn to people who are different. Maybe its because I have never felt as though I have quite "fit in" with my classmates, my co-workers and sometimes even my family. I've never really tried hard to 'fit in' though, but rather have tried to understand what makes others tick. I think having those insights has helped me nurture the ability to interact with people who have different abilities, lifestyles, beliefs and various adaptive needs and challenges.

I've been working with children with special needs since I was 14. My first job (outside of babysitting) was in High School with the NJ Commission for the Blind and Visually Impaired. Since that time,  I've worked with children in many different settings. I have observed, asked questions and through a process of trial and error, have learned to adapt everything - from the way I speak to how I teach personal care to how I set up activities & games for peers-for those who need it-for those who are labeled as "different".

The following is a list of the "Pearls of Wisdom" I have gathered throughout the last 34 years of shadowing, teaching and supporting children with special needs. I'd like to share them in the spirit of passing on insight to those new to the field of special education, ABA, OT, PT or Para-education.

These are not in any particular order of importance-nor does it represent a complete list of everything I've learned. I just wrote these down as they came to me. Please feel free to add your own "Pearls" in the comments section below.

  • A sense of humor is your most important asset.
  • Be ready to throw away the lesson plan & teach from the heart.
  • Listen more than you speak.
  • When you speak, use as few words as possible.
  • Get on the floor and play.
  • Its ALL sensory.
  • Little things most definitely do count.
  • Don't take yourself too seriously.
  • If its not working, adapt it.
  • Take care of yourself first.
  • Not all children can do all things
  • All children can do something
  • Talking is not the only way to communicate
  • There is only "now"-stay in and enjoy the moment.
  • Helping a child learn is not the same as making them compliant.
  • Take your time. 
  • Its OK to have bad days
  • Everyday is a new chance to re-commit to your work, your students, your life
  • Sometimes, the best thing you can do for as student is to let someone else work with them.
  • If something is not working, modify it.
  • All children have special needs
  • Structure has its place.
  • Not everything has to be structured.
  • Wherever there is water, there is fun to be had.
  • What you think you are teaching and what they learn are two different things.
  • There is no box.
  • Multitasking is a myth.
  • Sometimes you've just got to laugh
  • The best way you can help a child is to pay full attention to him
  • If something is not working, change it.
  • Always carry tissues with you. Someone will need them.
  • Sometimes you just need to cry.
  • You don't have to have all the answers. You only need to be willing to learn.
  • "No" is a reasonable and acceptable answer to give and to receive.
  • Ask for help when you need it
  • Wear your comfortable shoes to work.
  • Don't eat garlic, onions or tuna right before a session with an outspoken 8 year old with sensory needs
  • You cannot break down boundaries with force or behavior theories-but with acceptance and gaining trust from your student.
  • Be willing to abide by what you expect of your students
  • Nothing bad will happen if you wear two different socks. Or shoes.
  • "Bad" behavior is a communication. What is the student communicating to you?
  • Take one step at a time. Rest between steps.
  • There is beauty and innate intelligence inside of everyone.
  • Slow progress is still progress.
  • Just when you think you have have something figured out-a student shows you to think again.
  • Your students are your teachers.
  • "Fair" means everyone has what they need, rather than the same as what everyone else has.
  • In order to learn, first you have to fail.
  • Failing is not the worst thing that can happen.
  • The thing that will encourage - or discourage a student the most is her teacher's attitude.
  • Its not about numbers, or labels or "the schedule" -  its about connection.
  • Its not what you are teaching but the way you 'package' and deliver it that will help the student most
  • There is no 'typical'
  • No matter how much awareness there is, in some cases, the world will not adjust to the student. We must also teach children how to adjust to the world. 
  • Children want to please us. They are not purposefully defiant.
  • Children crave foods for a reason.
  • Always keep yourself & your students hydrated.
  • Teachers, therapists, parents, administrations are all on the SAME side.
  • Continuing to do something for a child that they can do for themselves only makes them helpless and dependent.
  • Children can sense your moods and will respond in kind-leave your personal problems at home.
  • Look at the world through the child's eyes.
  • There are many ways to adapt and modify & accommodate a student who needs us to.
  • Common sense & intuition can sometimes trump what "experts" say.
  • Be spontaneous.
  • Be quiet.
  • Give and receive love-and hugs- freely. and often.
  • There will always be something new for you to learn.
  • Eat more animal crackers.




Wednesday, November 14, 2012

Who Inspires You?


I've been a parent for 28 years, and in that time I have often wondered if I'm being effective. Am I too strict? Too easy? Ambiguous? Am I teaching enough or not enough? Should I have done this or that differently?

Then there have been those wonderful moments where everything melts away and I can see so clearly that they do listen and they are 'getting it'.  In fact, they pick up on those subtle details and give insights and learn lessons that I never saw or even thought to teach them. In those moments, I am humbled because they show me that they are learning well in spite of me, more than because of me.


This evening brought one of those moments where I fully realized how closely children observe.

Today's Post is a guest post from my (only) daughter and youngest child, Lauren who just turned 13. The piece was written for an English assignment but I wanted to share it with you for 2 reasons:

1) To take a break from  the very dry, cerebral post I was writing (and was not to fond of)

2) To illustrate how closely we are watched & how our actions impact a child much more than our words




Who’s inspiring to you?

Who inspires you? Movie stars? Family? Friends? Someone who inspires me is my brother, Michael. He inspires me because he’s kind, motivated, and he’s a really good cook. My brother is also funny and has always been there for me. Even though I don’t get to see him very often because he’s fifteen years older than me. But when he does come around he’s really awesome to be with.

The first reason my brother inspires me, is because he’s kind and he’s always been there for me. Like  for example When my grandfather died he knew i was upset about it and helped me through it. He also gets really good presents when it comes to Christmas and birthdays he has also taken me many places. Like the Aquarium,Philadelphia and the Zoo.

The second reason my brother inspires me is because he’s a really good cook. He has made so many excellent birthday dinners for me. He has also taught me a lot on how to cook the dinners he makes, so maybe I can make them for our mom or something like that. He also gets really involved in his work. Like if you try to go into the kitchen while he’s cooking he’ll tell you to help or get out it’s actually pretty funny when he does that because he doesn’t do it to be mean he usually does it just to be funny.   
   
The third and final reason my brother inspires me is because he’s very motivated. He got a good education at Rowan university. He also never gives up on anyone or anything even if something is going really bad he sticks with it to see what he can do to make it better. Like for example his girlfriend is in the hospital right now and he’s there every single day with her which shows how much he cares and how he never has and never will give up. He also as i said before he is always there for me and i can’t say that enough my brother is the sweetest nicest person you will ever meet.

In conclusion, my brother is the best big brother in the world he is kind caring and goes out of his way to do things for me so i chose him to to write about someone who was inspiring because he goes all out for me.


                                                                                                By: Lauren B



Photo: B. Gini
Lauren and her two brothers

Who is inspiring me? 

Right now, my kids. I want to be just like them when I grow up.




Who is inspiring you today?









Contact: barbara@bodylogique.com



Teen Health: The Most Requested Technique for Stress Relief

I was watching my newly-teen age daughter do her homework yesterday, and I noticed her posture. She was leaning to one side, her one leg folded under her and her head resting in her free hand. A little while later she told me she had a headache. Instead of giving her an aspirin, I asked her to sit down in front of me, and I placed my hands on her shoulders. Just as I thought: her neck and upper back muscles were completely constricted and hard as a rock.


3 Minute Neck Massage
I placed one of my home made hot packs around her neck and then I spent about 10 minutes kneading out the knots with my hands. She started to relax and told me about her day, which was a particularly stressful one for her.

At the end of the 10 minutes I asked her how she felt and she said she was much better. She didn't have a headache any more. When she went back to her work, her posture was much better.

My daughter had not even realized that she was stressed, and her outward posture and headache were her own body's signs of a stress response. The most useful skill I have learned through yoga practice over the years is how to recognize the signs of stress not only in my own body, but also the outward signs of stress in others. I've spent many years teaching myself, my own kids and my students how to recognize it and head it off before it gets out of control.

Stress related illnesses count for at least $300 billion each year in health care costs & missed work/school. About half of Americans (48%) report lying awake at night due to stress. (Source: American Psychological Association study, 2009). To combat this, Americans fill more than 50 million prescriptions for sleeping pills and spend more than $600 million on over-the-counter sleep-inducing supplements.

Stress in children is now on the rise with and estimated 45% of school age children reporting feeling worried & stressed and 61% of teens reporting feeling stressed. All of these children reported physical symptoms such as stomach or headaches and nightmares.

In spite of this statistic, only 17%-28% of  the parents polled acknowledged that their children's behavior or symptoms could be stress related. These numbers show the huge disconnect between our own views of stress and how we view the effects of stress on our kids.

It’s difficult for both adults and children to concentrate on work and be/do their personal best when their mind is racing and body is aching. Physically, the upper back, spine, back of head, shoulders and neck seem to be the areas where the most stress and tension builds up, so those are the areas of the body that need the most relief. When we are more relaxed, we have a more positive outlook, concentrate for longer duration, accomplish more in a shorter time frame and stay well longer.

I believe that self-care - particularly managing stress - is the most vital and self-empowering Life Skill that we can teach our students and children.

Exercise, hydration and monitoring the types and amounts of foods that are eaten are 3 quick ways to minimize and manage stress. Another option is a simple 3 minute massage.

While getting a professional massage can do wonders for reducing stress levels and clearing one's head, it may not be logistically or economically practical on a regular basis. No worries. You can learn to do this yourself, for both you and your child or teen.

Here is the simple process that I showed my daughter. You can learn it for yourself and teach your children how to do it for themselves too.

3 Minute Neck and Shoulder Massage (Video)

Photo: Barbara Gini for Serenity Health & Fitness
In my teen yoga classes, one of the techniques I teach in addition to the self-massage technique for shoulders, hands & feet, is the 'Massage Train', pictured at right. (The picture quality is low because it originally came out very dark, so I had to lighten it a few times to show detail.) This is done at the end of class, in dimmer light, and there is no talking during the activity.

Students who do not want to participate may "opt out" and just do a simple relaxation on their mat, but I have only ever had one student-including the extremely shy & the sensory-avoiding students-opt out.

I encourage each student to focus only on the student in front of them and to massage with intention, to project love, healing, friendship compassion, forgiveness, reciprocation (I usually pick one theme per class rather than all at once.) and all the positive things they wish for themselves, to the person they are massaging.

I sit behind the last student in the line and massage scalp, neck, shoulders, back and arms. I let them do this for about 3-5 minutes. Then, everyone turns themselves around, facing the opposite direction, and we do it for another 5 minutes, with me switching position as well, again, behind the last student in the line.

This is by far the most asked for activity in my teen classes. Teens are stressed. They are frustrated. They crave calm, relaxation, human contact and a safe, welcoming space that allows them to just 'be'. This activity helps re-connect them with their sense of self, cultivate calm, and gives them permission to 're-charge' their internal batteries. It is an activity that can be done at home at bedtime, after school or anytime your child is stressed.

How do you help your teens manage stress? Please tell us in the comments below.

~Barbara


Contact: barbara@bodylogique.com

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Monday, November 12, 2012

Rooms Without Books

Photo: thepepperexpress.co.za 

“A room without books is like a body without a soul.”         
                              ~Marcus Tullius Cicero

One of my greatest loves has always been reading.  Books are a huge part of my life, whether I am reading one to myself in the quiet of the morning, or presenting an interactive storytelling program to a classroom of children, or writing one of my own.

Books help us learn on many levels. They bring us closer to other people, Faraway Places and to ourselves. I heavily depend on books and storytelling for all of my programming to help bring learning to life.

For as much as we all depend on the internet and all of our useful electronic devices, its so hard for me to imagine my office, my home and a world without books.

I just came across this article below that I wanted to share with you all. Maybe it will inspire you to get involved in some small way.

Queens Library: Peninsula Branch
Photo: libraryjournal.com 
Most of us are aware of the countless losses suffered in NY & NJ in the aftermath of Hurricane Sandy. At this writing, 2 weeks later, there are still about 150,000 without utilities and looking to secure food, temporary housing, and hundreds of schools have been closed due to damage or power issues.

In an effort to provide some support and learning materials to these families, educators and students who need them, Scholastic Inc. has just announced that they will donate one million books to schools and libraries in NY and NJ affected by Hurricane Sandy. They are partnering with K.I.D.S Children's Charity to help distribute materials to the hardest hit areas.

In addition to books, many teachers also lost lesson plans and other resources collected and developed over many years. Scholastic is also making lesson plans and activities available for these teachers as well.

Read the full article here and find links to resources for children's social and emotional recovery, and learn how you can apply for a book grant, make a donation or request a book grant for someone you know.

Photo: WTNH.com 
If everyone does what they can, even if its just a little bit, we can help with the rebuilding and transition of the libraries and schools that suffered huge losses. Together we can work to ensure there are no rooms left without books.


Do you have another Hurricane Relief resource you would like to share? Please post in the comments section below!















Thursday, November 8, 2012

In Case You Missed It: Teens and Sensory Integration


Photo:
New Step Consultation Services

There seems to be an abundance of information out there about sensory, language and other early interventions for young children, but I am often asked about techniques that will help teens, so today's post is dedicated to teen health, learning &  sensory interventions.

I received this e-mail (see below) earlier this week and thought I would include it as Friday's post along with an excerpt of my answer and some other relevant article and website links.

If you have any other good resources that would be helpful to our readers, be sure to leave the information in the comments section below. Enjoy!

~Barbara



Barbara, 

I found your email address when searching for additional information on the Wilbarger Body Brushing Protocol.  

I am searching for information on use of brushing with a teenager recently diagnosed with Autism and Tactile Defensiveness.  

All the references I have found deal with infants or younger children.  This is an academic student with average cognitive abilities but other issues associated with Autism.  Do you have any experience teaching a teen this approach in conjunction with other strategies?

The student is an 8th grader, tall and mature physically.  Language skills are very good. At school the primary problem are shutting down physically, emotionally with transitions and change.  He is high functioning.  He would really need self brushing and compressions. I just don't have any idea how that could even work in a large middle school ?

Thank You ! 
JW



Dear JW,

Thank you for your e-mail inquiry. While I do not personally have experience with this, I have consulted with some of my colleagues who do and here is what we collectively came up with:

It sounds as if your student would benefit greatly by being involved in the entire process of putting together and implementing his sensory diet, especially if he has the ability to understand his own wiring and the important purpose of the sensory activities and how they will help him function optimally in a classroom setting and beyond.

I have been told that the brushing technique works better if it is done by someone else as opposed to self-brushing, however male teens will be less likely to be comfortable with someone else (especially a female therapist) brushing them, wanting to be more independent and in control. 

So with that in mind, there are ways to help a teen choose and blend sensory activities into their everyday living that incorporate the sensory input that is needed. (Examples: using a loofah sponge to shower in the morning before school; (Preferably not use on face or stomach!) chewing gum can be used to stimulate gum/oral input; thera-putty or a stress ball to squeeze for muscle pressure input, etc. ) You will have to talk with the teen and his family to see what the biggest issues are and design a sensory diet with his full input. Let him know that if something isn't working, you can easily change it.

The challenge is in giving him tools to use that will be non-alienating, discreet and least distracting to other students while he is in class. Hopefully, his teachers will be on board and cooperative. If not, its your job to educate them so that they will be as accepting and help the process rather than hinder it. (For example, once a diet is in place, they need to know that his fidgeting is his way of regulating, etc. )

If he has an IEP these activities should be included. It was also recommended that the teacher, a therapist or the student himself, (if comfortable) do an "inclusion talk" (or design a "brochure-maybe as a class project) explaining his behaviors and sensory needs for the purpose of opening up dialog and developing understanding between peers. Most kids will be very willing to help if they know how-(such as keeping voices low, taking care not to bump or roughhouse with the student, etc.) and the ones who will use it as an opportunity for teasing, will be shut down by the rest of the students who want to help.

As far as transitions-this is always difficult but a daily agenda or schedule is always helpful-visual or verbal-something small that can stay on desk or in pocket-if he wears a watch, maybe you can help him set it so that a reminder goes off 5 minutes before the class will end so he has a few moments to do what he needs to prepare for transition. 

The is no way to really prepare for every unexpected transition-such as a fire drill-maybe you can open a dialog with the principal and there can be some sort of announcement or notice to that student that there will be a fire drill around 1 pm...etc. and then give him tools to calm the anxiety he may experience while "waiting" for the bell to sound. There may be some helpful articles on my blog about calming anxiety. 

For deep pressure input and self-calming tools, there are some resource links below and I just published a book this summer called "Calm & Connected: Yoga Based Tools for Self-Regulation" that gives dozens of techniques that would be helpful and even though its geared for younger children, you might find something of value that can be adapted for a teen. I have included some pressure point techniques in the book that have gotten some good feedback, and a really useful technique I learned from my OT adviser called the "4B's" that can be used discreetly for overall calming, concentration or to prepare for transitions. (Find that download here > > go to the bottom third of page where it says "Fall Specials" and you will find the 4B's S.M.Art Cards™ free download link.

To find a description of my Calm & Connected book, go here  and If you'd like to order it, use the "Add to Cart" button and the discount code: 8U45E59T for $5 off.

Karate (hard forms), Tai Chi (soft forms), pilates, weight training, horseback riding and vinyasa yoga may also be good ways to incorporate muscle input during leisure time-this may in turn carry over & help when stressed, anxious, or in a classroom setting. Pilates and yoga can easily be done in the home - in the student's familiar and comfortable environment-with no echoes, incense or chanting- with their own music preference playing, etc. which makes them great additions to a sensory diet. 

You may give a heads up to the gym teacher too to see if some of these activities can be incorporated into his class's phys-ed time.

I hope this was helpful and you will find some resources you can use. 

Barbara

** Do you have any experience, advice or resources for JW? Please share them in the comments below.



Related Links:










Inspire USA / ReachOut.com   (Teen Resiliency/Mental Health Foundation)