Senses, Stims and Stress

We tend to take our sensory system for granted until something goes wrong with it. We are all sensory organisms! Our sensory system provides us with the ability to interpret information about our body & environment through a variety of sensory receptors. Most of us have been taught that there are five senses: visual, auditory, gustation (taste), tactile & olfactory (smell). There are in fact three more: the vestibular (balance), proprioception (motion of the body ) & interoception (internal -hunger, heartbeat, breathing, bladder, etc.) that help us learn about ourselves and the environment.

Many OTs agree that vestibular & proprioception tops the list respectively, in priority in terms of human development. The sensory system develops before the ability to utilize the muscles & bones effectively for purposeful movement does. Ironically, movement is the only way to strengthen sensory/neural connections & strengthen the brain’s ability to process information and retain it in the long term.

If the neural connections are weak or not there, the brain will not know what to do with the stimulus it is now receiving through the senses. Science tells us that neural connections are created & strengthened through movement. A variety of daily movement & stimulation to each sensory system will improve the body’s/brain’s ability to refine movement, improve cognitive processing & reduce “stim behavior”. (This is the purpose of a Sensory Diet/ Sensory Integration Therapy.)

Stim Behaviors occur for a specific reason-as a sign of sensory, physical or mental stress. The sensory challenged, ADD or ADHD child is not being 'non-compliant'. They are telling you they are 'hungry' just as a grumbling stomach or dry mouth tells us we need nourishment. When we are hungry or thirsty, we eat/drink. Why then, when a child needs sensory 'food' do we deny them by prompting them to stop? To these students, this is the equivalent to withholding food and water.

Stims tell us that the body is imbalanced, the brain is overwhelmed and both are trying to re-engage. A stim is telling us that there is a bodily “craving” for something that child’s body & brain needs. (We all have stim behaviors. You are probably doing one right now as you read this.) If the brain/body cannot re-engage it will result in a stress response or as a full blown 'meltdown'. Once this happens, the child (and the brain) is no longer capable of learning-he is now in “Fight or Flight” /survival mode and the body/brain is in adrenalin shock-He cannot stop himself from the effects & cannot engage/cooperate/learn/comply until the adrenals get back to normal. This is what is called a stress response. Its vitally important to understand this effect and address it properly. Sensory diets are put in place for exactly this reason.

S.M.Art Kids® programs aim to assist sensory integration & minimize the Stress Response through 3 aspects: Stories, yoga based Movement & Art. Together, these tools help encourage stronger neural connections, a calmer central nervous system & improved focus.

Stim & Stress Strategies You can use:

• Learn to read warning signs- (body language) Staring, yawning, fidgets, tapping, teeth grinding, etc. are all signs of the brain trying to re-engage. Try to determine which sensory system is 'hungry' and feed that one first. You will find that in most cases, if you address the sensory needs, the behavior will take care of itself. Learn as much as you can about each child's responses and rather then try to de-sensitize him or her, try to address it by giving them the input they need. You will find that they eventually will pay better attention.
• Help children Release muscle tension-through self massage or “Squeezing Lemons” (help children imagine they are making lemonade-and squeezing the lemons into a glass. Imagine they are using each part of their body from head to toe to squeeze them-hands, elbows, armpits, knees, toes, etc. Its okay to be a little silly. If they want to imagine they are squeezing a lime, an orange, a Pink lemon-or even a blue one, go with it! The object is to get them to squeeze and release muscle tension.) This will help with body awareness and deep muscle input that helps the nervous system stay calm for longer.
• Imagery is a simple and versatile tool where you will suggest a calming scenario for the children to follow. (Let's imagine we are on a beautiful beach, with big swaying palm trees, sparkling sand and crystal clear water....") Speak slowly, dim the lights and have them put their heads on the desk and follow your voice for 3-5 minutes. Always bring the "back" gradually by having them "wiggle fingers, wiggle toes, take a big breath and on the count  of 3, slowly lift your head and stretch..." always take a minute to get feedback. )  Works well as a transition or at the end of a test.
• Employ other calming techniques- breathing in patterns (To calm, breathe in while counting to 3 and out while counting to 4), art (simple coloring pages-geometric patterns or mandalas are the most calming. ) music (instrumentals such as Native American Flute music or ocean sounds, thunderstorms, etc will calm children while keeping them alert.)
• Re-engage in activity using different creative approaches to keep students actively  interested.
  

Summary:

In order to learn anything, the brain must be calm, focused & engaged. Our capacity to learn is greatly improved through sensory motor stimulation. Hands-on learning, incorporating movement breaks, experiential and group projects are the best way to to address these needs. We receive information through the eyes, ears & other senses for our brains to process it, recognize, organize & respond to it. When a child “stims” he is really trying to integrate the senses, to receive & process the information, regain focus, re-engage or transition to another activity & get the brain back in gear to complete a task.

For a fantastic detailed overview of the sensory systems go to: SPD Life


*This article is excerpted from our professional development course:

"S.M.Art Kids @ School: Engaging The Whole Child Through Stories, Movement & Art (Yoga Based Tools for Teachers)

To schedule a staff workshop for your school or organization, please contact: barbara@bodylogique.com

Introducing Yoga in the Classroom

My favorite classroom is definitely the outdoor one, but as the weather gets colder and damper, I take my yoga adventures inside to classrooms and living rooms across PA & NJ.

If you have ever watched children move and play, you will notice how different their activity is from an adult's. There are short bursts of energy, followed by a lull, followed by another burst, etc. Traditional classrooms are an unnatural environment for children to be in before a certain age because they need to move. Expecting them to sit still and be quiet for long periods of time is not only futile, but stressful. This is where a well thought out and cleverly implemented yoga program can help them stay engaged in learning and the adults engaged in teaching.

Yoga is a complete holistic health system that has been used for thousands of years. Although we tend to think of yoga as a mysterious exercise that only the flexible can do, this is not true! Yoga exercises are designed to regulate the nervous and glandular systems and is an activity for everyone. Most children take naturally to yoga. It can be adapted to any age or ability, making it accessible to any child (or adult) who wants to try it, even children with adaptive needs. No special skills or equipment is needed, and all participants will derive some benefit from the movement, the breathing, the relaxation as well as the sense of belonging to a part of a group and participating in a community.


By moving, 'posing' & making noises like animals, (or mountains, stars, trees & other natural objects), and by using creative stories, we make yoga fun and dynamic for children so they can better understand their own outer & inner natures, as well as the nature of the people and world around them. In addition, an opportunity is created to meet new friends & move & exercise, grow & build healthy bodies & minds. Yoga gives them the experience of having naturally integrated senses through play, imagination and movement. It calms them and re-focuses their attention on the activity at hand, allowing them to live in the moment.


Yoga is a versatile tool that can be used by children (and grownups) to release frustrated pent-up energy, to self-calm and reduce stress in the classroom (before a test) at home (before bedtime) or anytime & anywhere the need arises. Movement & Sensory games can help release tension, build physical strength, character and confidence & can be done indoors or outside. Yoga can infuse fun into rote or predictable learning.


You do not have to be an experienced yoga teacher to begin exploring movement with children in the classroom. Start slowly and build a sequence. Our Pose Page can help acquaint you with some of the movements and games that are played in a adaptive or non-adaptive yoga group class. Try some of these at home with your child or in the classroom with your students. Have fun with it and try making up your own poses & movements. If you are studying Egypt for example, ask the children: "What would my body look like as a sphinx?" or "Who can be the most strong, steady pyramid?"

If you are studying the Planets, get in your rocket ships (chairs) and blast off into space-go on a space walk-moving very slowly as you explore. See the constellations Leo, Orion, Ursa Major and ask "How would my body look if it was the constellation....." ? You can incorporate flashlights, music, puppets or any other prop as you teach each lesson.

By moving the body, the brain becomes more learning ready and integrates information more quickly and permanently. By making the lesson come alive with a fun story, movement or props, you have now taken learning to another level.
Here are some General Suggestions for introducing Yoga in The Classroom:

• Yoga in The Classroom can be of great benefit to all students & staff! Its best to set up a daily or weekly routine so the children know what to expect.
• In a Yoga studio shoes are off at the door, you get your mat, find your space and sit or lie quietly waiting for class to begin. You can designate a time, area & routine for yoga much in this same manner, using this same procedure as a template.
• Yoga sessions should be of a length to suit the age/ability/attention span you are working with. In general, the younger the children, or for children with sensory/cognitive challenges, the shorter the class.
  
• For an elementary class 20- 30 minutes is good. For a Middle school child 30-50 minutes and High school an hour is fine for a formal practice. Teaching in a conventional classroom may not allow this duration, so short 5- 15 minute intervals of movement & incorporation of various techniques such as storytelling, breathing & art & imagery can be used effectively to release excess or nervous energy, re-focus, relax and reduce overall stress. Highly effective prior to test-taking!

• Remember that yoga is called a "practice"... it is not called a "perfect" & it does not have to be! Encourage children to do their best! Just watch your students or children have fun & remind yourself to do the same!

*For more information click the links below.
 
Adaptive Yoga
 
Individualized Yoga Programming
 
E-Learning
 
 
 
*To contact us regarding program development or consulting, e-mail: barbara@bodylogique.com

Where the Mind, Body and Technology Meet

Those of you who know me know that I would rather be outside than anywhere else & that I am a big advocate of outdoor movement for children.

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.

For many of us, ironically, it meets in the studio, right on the mat. How many of us who practice yoga will listen to our 'yoga music' using a portable media player instead of the sounds of nature (or silence)? The music that we play can help mentally transport us to a distant peaceful land, or to that meditative quiet place inside of ourselves that we are looking for.

I was at a wedding not long ago where in the church, hanging on the back was above the alter was not a crucifix, but a very large plasma TV. (I have to admit, being raised in a religious familiy as a child, this one messed with my head for a few days!)

Technology is everywhere-in offices, schools, yoga and even in church- and its not going away.  However, some resist change, or have had bad experiences or cannot keep up with all there is to learn & have gotten the mistaken idea that technology is a bad thing. Its not. Its the overuse and over dependancy on technology that is bad.

We hear everyday that our kids are spending way too much time on computers, internet and game devices  texting on cell phones, sending innappropriate photos of themselves to complete strangers and that they are lacking in social skills. Some will blame technology. I don't. I don't think it means technology is bad so much as we are failing our youth by not guiding them and not being vigilant enough to show them how to use it properly.

Hippocrates  said that "Everything in excess is opposed to nature." This includes yoga, technology, nature itself, and everything in between. We need to find and teach balance. We should do this by words and by example. We still need to move, create, write & to be connected with nature, but also to recognize that technology can help us-and our kids-in so many ways!  And we need to help them learn how. We cannot just give young children these electronic devices unsupervised and set them loose in the world. Its as irresponsible & dangerous as just handing them the car keys before they have passed their driver's exam.

One of my favorite uses of  technology are the iPad assistive communication programs. (See article:  Top iPad Apps for Children With Autism) We have heard so much about this great technology for so many children & families who have not been able to communicate with each other. This is just one way that technology can enhance quality of life. There are many others that are being used in classrooms, therapy centers and homes everyday. (The Wii Fit is another example of a great use for technology. It brings wellness and movement to those who may have limited access to outdoors. )

We don't need to be afraid of technology and we should not keep it from our kids entirely. What we need to do is to step up as parents and educators & teach our kids how to use it properly, safely & responsibly. Use it with them and keep an eye on how much they are using it.  Balance technology time with other pursuits: sports, music, art, outdoor, creative play, (and of course, yoga) to keep them well rounded, well educated and just well.

Read about some other great ways technology can help our kids:
How Technology Helps Students Learn


*What are some ways that technology has helped your students (or your children) learn?
 Contact Barbara: barbara@bodylogique.com

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Keeping Teens Engaged: Active vs Passive Learning

"What I hear, I Forget. What I see, I remember. What I do, I understand. " ~Confucius





One of the reasons I love teaching yoga to kids is because its dynamic. It gives them a balance between movement & down time. It gives them permission to move, engage & to re-connect with themselves-their bodies, their senses, their thoughts & feelings. It is an active learning experience. I've been able to design fun interactive movement games for the purpose of re-enforcing sensory integration & introducing these concepts of health, stress and relaxation, social and emotional learning and more.

 But the truth is, in the world we live in, kids would much rather be in front of a hand held game or some other form of electronic entertainment then listening to me sing or watch me fly like a bird, sway like a tree or walk like a bear. The older the children get, the harder it becomes to keep their attention, and when we hit the teen years, (whether you are talking about a 'neurotypical' teen or one with challenges,) you know how hard it is to get them to pay attention to much of anything non-electronic. I can feel it and I know when I've 'lost' them. I have to be over the top or in their world in some way or they won't even look at me. On average, I use about 75% of my creative (and physical) energy keeping them engaged in what we are doing, and the other 25% actually doing the activities.


I am a firm believer that movement & outdoor play is still the best way to help a child grow, engage and learn & that Yoga in the classroom is an excellent idea and one solution to a growing problem of keeping children active in the learning process.

We hear so much about 'unplugging' the kids and getting them involved in physical activity and nature and I am in full agreement with this as I have seen this to be helpful. But we can clearly see where we are going as far as electronics and technology. While encouraging health, movement & connection to nature, we still have to teach our kids how to be responsible with technology and how use it for learning and communicating in a positive way. We of course have to be realistic with our expectations and strike a balance between the outdoor and indoor worlds.

I also know that in order to educate, we have to meet a person where they are. What if 'outside' is simply not where your children or students are ?

What about a child's indoor environments such as in a classroom where they are expected to sit still for many hours each day, be quiet and passively 'absorb' information? What about the school districts, administrations or individual educators that are opposed to bringing more movement into the classroom, whether it be a budget issue, a time constraints or personal beliefs? How do we keep the attention of these students? Is there a creative way to incorporate electronics & other technology to help keep kids stay actively engaged in their own learning process as we gradually engage them with each other and the outside world?

One teacher thinks so.

  Caitlin Tucker is a High School English teacher from California who has listed some fantastic strategies for keeping her high schoolers engaged by incorporating & using the technology that they love and relate to. As much as I encourage movement and outdoor activities, I love her creative thinking for indoor learning and I think you will too. Read Caitlin's article here: "Fighting Engagement Deficit Disorder"

** What are some of your ideas to keep teens engaged, with or without technology? Please leave a comment below!







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Peace Mandala & Om Schooled, Part ll...

I have been away from the blog for a while.This is a good thing as I have been working with many children, teaching them Yoga techniques, art, etc.  There are some photos from a local Youth Peace Summit I participated in at 'Greenshire Arts Consortium'  in Quakertown, PA. We created a community 'Peace Mandala' made from rice. This technique was introduced to me by my dear friend Ritu who designs and creates the most beautiful Mandalas, and Indian Rangoli & Batik art I have ever seen! Pictured at left is the completed piece. (to see photos of the piece in progress you can click this link to:  BodyLogique on Facebook

I also had the pleasure of conducting Yoga classes for 80 enthusiastic Girl Scouts, ages 5-16 last Saturday, at Camp Green Lane, also near Quakertown, PA. The photo shows the girls resting, like peaceful starfish, safe and quiet at the bottom of the ocean....( a common but well loved theme in my classes for kids AND adults!!)

I also have been continuing the 'Creative Movement  Project' (Adaptive Yoga) in the autism support class at the Perkiomen Valley School. The students are now "in training" for a Special Olympics event a t a local High School this month. Yoga is taking on a special meaning for them, because now I have had an opportunity & have been able to show them how Yoga works to help them practice for their events. Each athlete has been choosing their own Yoga sets -about 5-6 a week from a list of 20 that they have learned since October. I have shown them breathing  techniques for releasing stress, for increasing Power, and for calming. They have also learned Imagery techniques that help them imagine themselves  completing their event, solving a problem or resting quietly and calmly, (like Starfish at the bottom of the ocean...) Partner poses and interactive games are a favorite, emphasising social skills, working together and of course, that learning is so much fun! They have all made great progress in understanding and applying these methods and I am so proud of them!

I have to say my proudest moment was today, when one of the young men, (who is non-verbal and uses a special electronic box to communicate ) without prompting or warning walked up to me before class today, looked me directly in the eye, smiled and gave me a "high 5" !! Then, he walked over to his mat and sat down.  Moments like this is exactly why I teach. The boys rested this afternoon after yoga for a total of 10 minutes, breathing quietly, without a sound or a word! Way to go guys! Keep up the fantastic work! Namaste!

I will be doing a special and expanded 4 week ESY class for this class in July. Looking forward to using some art techniques and to some outdoor yoga! Stay tuned for updates!

I want to thank Lisa Mitchell for referring us to this school, the staff, the OT, and Mr. Hoffner for their support in working with the boys and the 'Perkiomen Vally School Foundation', for awarding us the grant that made this all possible & for having so much enthusiasm about this program! With the help of Mr. Hoffner and Kathy, the dedicated OT, I hope to be able to expand this Adaptive Yoga Program in the fall and offer it to more young men and women in the district, as well as add a class for teachers & staff.

And finally, I have been asked several times in the past few months if I still do children's parties. So, after realizing how much I miss it, and after a bit of planning, I have decided to offer them again on a limited basis for now. The website is in progress but is up, so you can view it here: "Parti-Gini Creative Parties for Kids!"

For a full schedule of workshops, events & classes please visit  BodyLogique Creative Fitness.

Until next time,
Love & Laughter

Barbara

Read More about the Creative Movement Project Here




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Child Development & Learning: Why are Movement & Creative activities so Important?

Varied & regular movement in babies & children creates learning readiness for children of all abilities by helping the primitive brain to break down & use the information being received by the 5 senses so that the correct response can be formed by the higher brain. This is called S.I or Sensory Integration & it is a vital element of learning for all children.

If a child's academic learning is pushed too much and too soon, before the body has had a chance to learn how to move as an integrated whole, the whole brain suffers as it becomes overloaded with stimulus it cannot process or make sense of, let alone know what to do with,so it just shuts down.(This is called 'adrenal shock' more commonly known as "fight or flight response" and is the brain's way of going into survival mode. This is the body's natural response to stress and the threat of danger, but many things can trigger it. Especially fear of failure or the words and images while watching TV.)

The brain is not capable of learning, processing or integrating while this response is occurring. The only things it can do is "fight" or take "flight". Forced learning will create a stress response exactly like this and the child's brain shuts down, which causes the parent/teacher to impose more homework, remedial drills, etc. on the student who shuts down more and now loses confidence because they feel something is "wrong" with them. This cycle of forced learning & sustained stress level eventually takes its toll on the child. Confidence, motivation & self-esteem is decreased as learning becomes more difficult. Low motivation, defiance, physical illness and general poor attitude can result.In most cases,the child has no idea why this all is happening.

As parents and educators, it is our job to help them through it & re-pattern daily routines and build movement into their life and most importantly: move with them. By moving with your child you acknowledge that you are supporting the child, rather than "fixing" him. As the brain relaxes,the child becomes more ready to learn, and the more they master skills the more confidence they have to learn more. If movement becomes a part of a child's (or adult's) regular daily routine, as early as possible, & continues through repetition & imitation, he or she learns to apply body integration to other areas.

Its a known fact that movement helps the brain to integrate, but art and music also enhances brain activity. This is because the visual and auditory processing are addressed. It comes from painting, clay, crafts, being in nature, singing, humming, playing an instrument or listening to music. These activities use color, depth & sound receptors & allow opportunities to re-organize those patterns in the brain. (Use of a TV or a computer does not provide this for children nor adults & causes adrenal responses in the brain similar to the fight or flight response.)

There is much scientific data to support this and we know that these all are vital elements of learning & tools for cultivating a confident, empowered child & a motivated successful adult. The more you do these activities with your student or child, the more the senses become integrated & brain becomes ready to learn.

Kinesiology is the study of how movement re-patterns brain/body integration & enhances the learning process. Yoga, dance, karate, creative writing, music, art, Brain Gym, swimming, walking in nature & all competitive & non-competitive sports are natural forms of kinesthetic sensory integration & can be targeted & adapted to a variety of ages, abilities, activities & environments. Simple daily creative art & applied kinesiology through varied movement will add significant value to a child's conventional education, sports activities, leisure or therapy & will assist in building many of the same skills as conventional S.I. Therapy, as all 5 senses & both parts of the brain are integrated during a 30-45 minute yoga, dance, martial or other movement arts session.

That is what we call using the Body's Logic...(or as we say..."Body-Logique".)


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Om Schooled: Perkiomen Valley School District's Adaptive Yoga Program

In September of 2009, I was sent an e-mail by Robin Schwoyer (in photo on left with myself & Chris Hoffner) my former business partner regarding a proposed yoga program for an autism support classroom. After contacting & working with the head teacher Chris Hoffner who proposed the program (Chris is in photo on right) we were very grateful & excited to secure a grant through a cooperative effort of the Perkiomen Valley School Foundation and Best Buy Corporation.

On October first, the funds were awarded in a community ceremony and on October 14th the "Creative Movement Project" began. To date, the kids are responding in positive ways and having fun with it as they learn new skills and re-enforce the ones they have already acquired.
I've been keeping notes & a journal of progress, and have decided to make parts of it public. (The names & personal information regarding staff & students won't be used unless with permission.)

When educators, parents, schools, families & communities work together, it benefits the children in ways we could never imagine! That is the intention of this exciting pilot program. We hope more educators and schools will follow this district's lead.

I want to again thank Robin, the teachers, support staff, parents, the Perkiomen School Foundation & Best Buys for making this program possible! We will keep everyone posted as to our progress here.

~Barbara


10/28/09: The class of 8 (all boys) did well today with some minor distractions. 2 of the students told me (in their own way) that they had a hard time sitting on the floor, so I showed them and their support staff how to modify their sitting posture to make their own bodies more comfortable. One student stated that "Yoga is for Girls." He did however like the printed material I gave them showing all the professional athletes that use yoga in their training and did well with "Flip Dog" the challenge posture. (his favorite!) He said he changed his mind about yoga being for girls. There is one non-verbal student that did well also and I am attempting to further modify the activities so he can communicate with me & his peers. The boys are very helpful and supportive of him, one student observing: "I used to be like him-I just didn't want to talk much, so I understand." Two of the students needed to take a few breaks during the 30-minute class due to minor anxiety at the new experience. The idea of "doing your best and have fun" is emphasised over perfection. Overall they said they liked it and wanted to know what we were doing next week. When I asked them if they liked a challenge, one student replied "Bring it ON!!!": )


12/02/09: Today was our 5th class! The students have made good progress individually as well as a class! The overall atmosphere of the class I would describe as cooperative and eager to learn. They have learned to recognize stress in the body (through me demonstrating my "crunched-up" face/body) and how to use the breath & slower movements to relax. They have learned simple imagery & other self-calming techniques and are starting to learn when to apply them. These students are very willing to attempt the more challenging poses and overall attentiveness, verbal & kinesthetic participation is excellent! Next week, the students will be starting an interactive, non-competitive & yoga game designed specifically for this class. The objective of the game is to create greater awareness & self regulation through the use of physical challenges, (poses) academic challenges (general questions) and character challenges (problem solving scenarios). The students will also help each other through the challenges to earn points towards their next challenge level. They and I are looking forward to it! Stay tuned...


1/28/10: The staff told me that boys missed me/yoga after the holiday vacation and me being sick for a few weeks. One boy told me he did his "Sun Salutations" at home (unprompted) when he wanted to get away from the noisy house. :) ["Sun Salutations" is a series of movements, one flowing into the next that exercises and stretches all the major areas of the body. It can be done slowly for calm and focus or aerobically for strength, stamina and improved balance/coordination.] Last week we worked on partner poses, which required each partner to do their part. There was a bit of hedging from one or two students as to who I partnered them with, but after an explanation of how a person might feel if you exclude them and how do THEY feel when excluded, all was well. Today we continued our game and worked on feet/ankle/leg strengthening poses and activities. The group was very attentive-minimal calling out and no one needed a "break". At the end of class, we learned foot massage (on themselves) for calming/relaxation (the staff liked that!) and did a 4 minute relaxation/imagery exercise in which everyone (except one) was still and quiet for the whole 4 minutes! Awesome! One student remarked that: " Wow! I felt like I was in a dream!" They continue to enjoy and do their best.


For more information on yoga workshops, classes and events, please visit:  BodyLogique Creative Fitness