The Top 7 Reasons Your Child/Students Are Fidgeting:

Photo: scientificamerican.com 

Fidgeting is not merely "inappropriate" (Translated: "annoying to others.") behavior, its  a form of communication.

In fact ALL behaviors, whether we think appropriate or not, are communicating something personal about that person and the way they are wired. There are as many reasons why children (and adults) fidget as there are individuals, but there are some common threads that top off the list. Here are 7 reasons your children & students are fidgeting, and what you can do about it:




1-Dehydration:

Water is a vital nutrient as well as a neuro-conductor. If kids are not permitted to drink water all day, they will show obvious signs of dehydration. Inattention is one of the signs. Allow children to sip water throughout their day will help keep them focused. Water bottles on the desk will not interfere with your lesson plan. (I know some do not allow students to get water because then they will have to use the bathroom, and well, that is disruptive. However, having to STOP teaching your lesson a dozen times, to bribe, beg, plead and yell at the class to pay attention is much more disruptive and counter-productive as well. In fact its ridiculous. Let them sip water and do a lavatory run at the beginning/end of class. Problem solved.) Read more about hydration here.


2-Poor/Lax Nutrition:

Nutrition goes hand in hand with hydration-its necessary to ensure your child has a proper breakfast, not a sugar-frosted "Fruit Tart" or a big old bowl of "Sweetie Flakes". An actual breakfast, that they sit down to eat, with some protein, (keeps sugar/energy levels steady) and some good carbs (actual fruit or veggies.) This helps kids maintain concentration throughout the morning until lunch. A child cannot go from dinner last night until lunch the next day (about 19 hours) without the proper nourishment. My daughter sometimes eats chicken salad or cherry tomatoes in ranch dressing for breakfast-she will grab whatever is prepared. I've encouraged her to make something the night before so its ready. Its fine-as long as she eats something nutritionally viable and has some water before going out the door. Think outside of the Cereal Box. Your child's teachers will thank you. Read about the Top 10 Foods Nutrition Experts will not Feed Their Kids.


3-Lack of Sleep:

Children who are sleep deprived will be inattentive, cranky, non-compliant, and at risk for impaired learning,  illness, depression and other mood disorders. Threats, bribes and sending him to the principals office will not help. You  need to make them unplug from the electronics and get to sleep at a reasonable hour. (remember that the time you put them to bed and the time they fall asleep are two different things.) According to the National Sleep Foundation, newborns should sleep 12 to 18 hours out of every 24 (in a perfect world), with a gradual reduction to 12 to 14 hours for toddlers ages 1 to 3. Preschoolers age 3 to 5 need 11 to 13 hours; schoolchildren ages 5 to 8 need approximately 10 to 11 hours. 9 and 10 year-olds need about eight hours a night. Teens actually need more sleep than adults- eight and a half to nine and a half hours, according to the sleep foundation, but the challenge is timing: times at which they get sleepy and are able to awaken naturally (and feel rested) fall in such a way that does not align with the start times of most schools. (Read More Here)


4- Sensory Overload:

We all have sensory preferences-some sights, sounds, texture, etc. are pleasing to us, and others not. The ones that are not pleasing, (or downright irritating) are simply "filtered" out. Some of us have a more difficult time "filtering" than others, and for children with sensory processing issues, this can be a nearly impossible task. Parents and educators can help limit "sensory static" by keeping clutter under control, not using strong perfumes, fabric softeners or cleaning agents, and by keeping voices and noise levels to a minimum. A little bit of "Quiet Time" (that means unplugged)  in nature or indoors, does wonders for everyone's senses. I call this a S.A.F.E Space (Sensory, Adapted, Friendly Environment). To learn more about creating  S.A.F.E Spaces in your home or school, look for our upcoming spring workshops and webinar descriptions.


5- Age/Emotional Intelligence:

Sometimes referred to as "maturity". Simply put, kids will be kids.  In a recent study, it was found that kids whose birthdays fall around school enrollment cutoff dates can find themselves as either the youngest or oldest among their peers, depending upon which side of the date they fall on. This coincidence of the calendar can make a significant difference in a child’s ability to sit still, according to the new research. In some cases, immaturity is mistaken as ADHD. Read more here 


6- Lack of Activity:

Children, (and people in general) were not made to sit still for long periods of time. Movement is how our bodies and brains develop, and children's brains develop at an incredible rate for their first years of life. This is only possible through movement. It may sound counter-intuitive, but if you want kids to be better at sitting still, get them up and moving. Frequently. NASPE (the National Association for Sports and Physical Education) recommends that children under the age of 12 are not sitting for periods longer than 30 minutes at a time. Find out more about NASPE's position on physical education & movement .


7-He's Bored

Maybe you are boring, maybe the material is uninspiring and maybe his/her senses are over/under-stimulated, but in any case, you've been tuned out. Don't ever take that personally. I know you've worked hard on those lessons, and you only have a certain allotment of time to teach it in, but bored kids are communicating something. Ask yourself, what is underneath the boredom? A need to be inspired? A desire to explore? If you are bored as well maybe they are just mirroring your attitude? Sometimes, a child wants to think on their own, rather than reading, doing worksheets and material just being imposed upon them. They want to know how this is important to them and something they can use for their own enjoyment. The more personal identification & investment they have in their own learning, the more engaged they become. There are so many creative ways to infuse a spark of fun into any (bland) classroom lesson, using games, storytelling, pantomime, demonstrations, art, group projects and student-led discussion, and sometimes we have to be willing to step away from the lesson plan and let the kids guide us as to the best way to present the material. Its a win-win situation: they learn and retain more, and its way better than yelling at them to pay attention. A great resource that I highly recommend is Edutopia: What Works in Education.

By the way, fidgeting & Doodling are ways that children attempt to regulate their own senses & re-engage in what they are learning. Before you reprimand, ask yourself first why they are fidgeting.


When & how do your kids fidget?


Related Articles:

Constructive Fidgeting for Self-Regulation




Contact: barbara@bodylogique.com 



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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:

The Sensory Team Handbook

Activities for Hypersensitive Teens in the Classroom

Helping your Teen Cope with Anxiety Disorder

Promoting Teen's Social Skills

Sensory Integration for Teens & Older Children

Teens & Sensory Issues: Special Challenges for a Special Time

Life Skills for Teens: Finding a Keeping a Job

15 Life Skills to Learn in Special Education

Focus on Strengths Improves Autistic Teens Social Skills

Body Image and Self Esteem

What Stresses Teens Out?

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

Contact: barbara@bodylogique.com

Sensory Fun with Sand Gardens

Ryoan Ji Zen Garden in Kyoto, Japan
Photo: Steven D'Alu

Japanese Rock Gardens, (also Called Dry Landscape or "Zen" Gardens) are one of the world's first forms of art and have been in existence since about 784 AD. They can be found around many shrines, temples, and palaces in Japan and in the US. Each garden and the elements within that garden have a unique symbolism.
White gravel is a special feature of Japanese gardens and is used to symbolize purity, emptiness, distance and water. Rocks, moss, pruned trees and bushes, are placed in the gravel to create a miniature landscape that imitates nature rather than replicates it. The gravel (or sand) is then raked to represent ripples in the water.

These gardens were intended to be plain and to serve as an aid to help find clarity & to meditate about the true meaning of life. In modern times, miniature tabletop versions of these gardens can be found in a variety of outlets and are designed to temporarily slow down our pace, reduce stress, encourage focus, initiate an internal contemplative mood or encourage play & imagination. The great thing about these is that you don't need alot of space for them. In fact, you can make one very simply with a few items found around the home, or easily obtained. It can be stored on a desk, a bookshelf or in a drawer.

Kids of all ages love these, as it adds an extra element of sensory play and body-brain integration that helps to improve concentration, adjust to transitions and self-calming. When I made the sample in the video below, my daughter found it and claimed it. As I was getting ready to film the video, I observed her play with it on the couch (thaqt is away from her cell phone and with the TV off) for almost 40 minutes-unprompted and uninterrupted. She kept saying to me,  "Mom, this thing is so relaxing!" She did not want to give it up when I was ready to make the video-so she offered to help me with it if I would let her keep the finished item. (Of course I let her keep it!)

This version of the "Sand Garden" (or Sensory Garden)  uses natural elements for the center, (rocks, shelss, etc.)however if kids want to place small animal figures or other personal items in the sand instead I don't see a problem with that. If they are calm and engaged then it has served its purpose. What's even better is that these Sand Gardens are portable and spill-proof if you have the right container. View the video below for the easy instructions.

Have fun!







Contact: barbara@bodylogique.com





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Listening Pose (Seated Savasana)

Peace Pose

I think most of us who teach or practice yoga would agree that the best part of a yoga class is the end - Savasana -where all outer body movement ceases and we allow ourselves to tune in to our inner bodies.

Years ago when I first began teaching children's yoga, it was a challenge to get 10-15 children to actually lie still and quiet so that they could tune into their inner world.  Through trial and error, I learned how to creatively take the energy they were sending out to me and direct  it to where I wanted them to be. I often use the imagery of a Starfish lying in the sand at the bottom of the ocean as our ending savasana pose. Recently, I've been experimenting with other positions to encourage the tuning in and relaxation of the body, in environments other than the yoga studio or sensory room. I've been working on postures for an environment that children are in a good portion of the time: a classroom.

Starfish pose or traditional savasana (corpse pose) may not be a posture that a child can use when in a typical classroom. If the classroom is an inclusion room, this may not be possible either due to space restrictions or disruption. However, a student can be taught to modify a different, more practical posture and use an imagery that will not be disruptive to a teacher or to other students. One that I like to use is "Peace Pose" (pictured at top left).

One does not need a mat and one does not need to sit cross legged to practice it. You can do this seated in a chair. Be sure to keep spine straight (or against the back of the chair) hands on knees, feet flat on floor and breathe in & out from the belly slowly and deeply. Imagine breathing in Peace and breathing out stress/confusion/ frustration or whatever it is we are trying to get control of.

We can imagine we breathe in what we want and out what we no longer  need.  I also have the kids imagine they are breathing into each part of the body, starting at toes and going all the way up to their hair. As their breath flows out and into the atmosphere, they imagine, (as one student puts it)  all 'the bad stuff going with it'!

Peace Pose:
Adapted to a therapy ball

Students (and teachers) can use this technique for a variety of self-regulation purposes: to remain calm, to solve problems, to think before acting, to prepare for a transition or to feel more grounded, focused, safe and confident.

Depending on the student, group or what specific resonance or association you want the posture to have you could call it:

• Peace Pose
• Listening Pose
• Calm Pose
• Quiet Pose
• Easy Pose
• Statue Pose
• Thinking Pose
• Seated Savasana

Just be sure to keep consistent with what you name it.

By teaching children that they can feel calm & safe when sitting on a bus, in a movie theater, at their desks or anywhere, we broaden their concentration & stress management skills and help them become more self reliant and adaptable to the many changes and challenges that Life holds.




Contact: Barbara@bodylogique.com




Related Articles:


Peace Garden Guided Imagery


The Breathing Ball (Video)


Glitter Ball (Video)


Starfish Guided Imagery

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In Case You Missed It: Updates for June 4 - 8

Cat Chases Bear Up A Tree:
Photo:  nationalgeographic.com 

This week was filled with end of the school year classes, picnics, a cardboard boat regatta, and other events, a downsize and re-organizing of my current projects, several new insights and collaborations, and lots of outdoor fun! I hope it was just as amazing for you too!

I am just finishing the final edits of two S.M.Art Stories™ and working on  distance learning programs  to better serve the parents and professionals who want to learn more about what we do and how we do it but live too far away or who are juggling too full of a schedule to attend a local workshop. I know travel costs are out of control and I am working on ways to continue to deliver quality programming to my friends in the US, Canada, Australia, England and of the world. My goal is to have these all in place over the summer, so hang in with me until then!

I have also just completes the first edit of  "Dance, Cheer Yoga!", a yoga based program for female youth athletes. Look for the book release dates and other information on our webpage.



Before I get myself outside for the day, I want to bring to you this week's "In Case You Missed It" links.

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 & teens, especially those with social, sensory and learning challenges. The purpose of this weekly post is to expand and improve the scope of resources & information for families, educators & other professionals. We want to build connections with diverse resources to help each other stay informed in the most straightforward and entertaining way possible. I hope you will pass it on and share with others who would be interested.

This week, I've selected some of your favorites (most viewed) from the S.M.Art Kids / Healthy Kids Blog. To read the original article, click on the title links below. Its as simple as that. Please feel free to share, with others, and if you would like to see a link to a specific topic, please let me know.

Guest post submissions are always welcome. Please report any broken links to Barbara at the e-mail link below.

To receive these posts and current professional development & other  program release information right to your inbox, Subscribe to S.M.Art Kids / Healthy Kids by Email

Have a Fantastic Weekend!
~Barbara

barbara@bodylogique.com



Grandfather Tells: The Wolves Within (A Cherokee Wisdom Story)


7 Ways to Show Kids You Love Them  


The Keys to Adapting Movement & Sports to Include Special Needs Children  


Peace Garden: (Guided Imagery) 


Things to do Outside: Sensory Scavenger Hunt 


Yoga-Perfect Conditioning for Teen Athletes: Dance-Cheer-Yoga!


Going Barefoot


Constructive Fidgeting




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A Tool for Self Control: Mountain Pose

"Tall Mountain" Pose

Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.   ~John Lubbock

What do earth, sky, lakes, rivers, mountains and the sea teach us? Or more accurately, what do they teach us about our own nature?

My OT partner Lisa and I recently selected  mountains as a teaching imagery for our Thursday night yoga therapy group.

One 9 year old student was having difficulty standing still in line during dance recitals and practices and was given constant reminders to stop fidgeting. This made her anxious and she would forget her routine. It was a cycle that was becoming very stressful for her and she could not enjoy her dance events. We wanted to give her a useful tool so she could self-regulate while waiting for her turn to dance or in line at school or anywhere she felt fidgety.

We selected "Mountain Pose" because of the versatility, adaptability & ease of execution. Most children can learn it quickly & practice the posture with success. The posture is a transitional pose, easily executed. Its benefits & effects are immediate and yet so underestimated.

Lisa has a huge photographic mural of a lake surrounded by mountains so we showed the group one evening and asked them each to give a brief description of how the mountains looked to them. Some words they used were: tall, strong, large, quiet, pretty, snowy (at the top) graceful, peaceful and green. We gave our own descriptions, and pointed out that the mountains were all of these things, and also very sturdy and stable at the bottom (the 'base') and very light and graceful at the top. The middle was just right-nice and strong holding the top and bottom together.

We demonstrated to them how to "be like a mountain in [their] bodies" by showing them "Mountain Pose". As each of them practiced Lisa used their descriptive words for reinforcement & pointed out key areas for them to think of:

• *feet slightly apart and even with each other toes pointed straight ahead
• spine straight
• tummy strong
• head lifted high
• eyes facing forward
• arms at sides
• heels and toes pressing down into the ground

*(Normally the pose is done feet together. However, the adapted version,  feet slightly apart, makes it easier for children with poor balance. Feet are gradually moved closer together as the student demonstrates he or she is ready.We use 15" diameter circles cut from regular yoga mats and have the kids place their feet on either outer edge of their"Peace Circle"). 

We had the children practice while on their mats. The mats gave them a boundary to work within. Then came the test to see which mountains were 'sturdy'. I walked around to Lisa then to the students and stood behind each to gently push the upper arms sideways to see if I could "Move the Mountains" left or right. As I began to apply pressure, each student responded by "pushing" back equally to stabilize against the amount of pressure I was applying. We used this opportunity to get feedback from the children themselves asking:

• Could I move them or Were they sturdy/stable/strong?
• If they moved when pushed, what could they do to be more sturdy?
• How could they put their feet (their 'base")  to be more sturdy?
• How could their arms help to be more stable? etc.

If they didn't know the answer then we made suggestions. The kids were aware and insightful with self-evaluation & did well with adjusting their own postures to be stronger immovable mountains. We even showed them how to practice "Mountain Pose" while seated in a chair.

Breathing was emphasized. "Breathing into your feet" and "back out your nose again" reminded the children to keep their breath flowing and be aware of their feet (sturday base) connecting them with the ground.

'Tiny Mountain' Pose

We talked about examples of when to use this posture, such as in line for the bus, in the cafeteria, at the grocery store and of course we specifically addressed dance recitals. (I said that my daughter used it when she got really nervous and it helped her stay calm and feel confident.) We reminded them that each one of them had a strong, beautiful, peaceful mountain inside and could remember to be like it whenever they needed to.

Our relaxation that evening reflected a "Peaceful Mountain" themed imagery for reinforcement.

Last night, our student's mother told us that this simple imagery and posture tool was a very useful one for her daughter and that she remembered to use it unprompted during a dance event last weekend. It kept her calm, focused, less nervous and able to stay in line waiting to perform. She made the connection between the strong peaceful nature of a mountain, and that of her own strong peaceful self  & she really enjoyed herself at the event.

The students continue to use the tools we give them and to teach us different ways to apply them in everyday life. Each class as I learn more about the group, I learn more about myself too.

I learn to be as trusting & willing to try new things as they are.

I learn that the analogies & words I use to teach them are also ones that I need to hear and remember for myself.

And I learn how to move mountains.

Or not.




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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

Breathing Games for Kids



Proper, steady & deep breathing makes all the difference in the way we move, think, recover, heal, & interact with others. In yoga, the breathing component is called pranayama.
When we hold or constrict the breath, we hold on to physical muscle tension, as well as mind tension & emotions that no longer serve us. When we release our breath, we also release physical tension, and emotions like fear, frustration, anger and resentment that prevent us from healthy growth, moving forward and enjoying our experiences and relationships. Yoga teaches us how to properly move and breathe together for optimum body/brain function, relaxation and to prepare the mind for extended periods of concentration.

From a sensory standpoint, breathing "into the belly" can help develop the sense of proprioception, (outer body awareness) and interoception (inner body awareness-what's going on inside of the body.) It can also be used as a tactile exercise: blowing on the hands after hand sanitizer has been used will give the skin a "cool" feeling.)

The other benefits of proper breathing are numerous. Here are just a few:

•improves oxygen flow
•Improves functioning of all body systems
•relieves congestion
•addresses muscle (and mind) spasms
•increases energy
•reduces fatigue
•enhances concentration
•eliminates toxins from the body more efficiently
•builds body awareness and self-control


The breath is a vital tool we all have with us at all times and it can be directed to self-regulate when needed. Teaching kids how to use their breath for relaxation, smooth transitions, concentration & stress management does not have to be boring. It can be very easy and fun, with a few simple props and a bit of imagination. 

*Here are some tips and ideas for 'Breathing Games' for kids:

Puff Ball Race
Photo ©2009 B.Gini

*(The following activities are designed to help teach children breath & energy control.

Remember that with bigger/stronger breath, energy will increase. With smaller/lighter breath, energy will calm.

Use "Strong/Big" breath for motor activity, & "Light/Little" Breath for calming/concentration.

Please take care that the children use their noses to breathe. The nose will warm, moisten and filter air as it goes into  the body, and it will also stimulate the appropriate receptors in the nasal cavity for energy/focus/calm. Deep

breathing should be rhythmic and taken a few breaths at a time to avoid dizziness & hyperventilation.  Keep some tissues handy when you play! )

•blow cotton balls (or colored pom-pom balls) through straws -(as in a 'snowball race' or racing over a 'goal line' )

•blow soap bubbles - teaches how to direct the breath and improves oral motor skills for language

•blow dandelion seeds off the stem or blow gently so NO seeds fly off the stem

•pretend you are blowing out one tiny little birthday candle (you can sing "Happy Birthday"-singing also helps develop breath control too!)

•pretend you are blowing out 10 BIG birthday candles...(or even 20!!)

•smell a flower or cookies baking (use real flowers or pretend. Please do not put artificial fragrance on the flowers as his can cause allergic reactions!)

•have a puff ball race (pictured above)

•hum or sing! (loudly and then softly)

•blow on wind chimes or pinwheels

•play wind instruments or kazoos

Breathing Ball
Photo ©2009 B.Gini

•breathe very quietly-(like a little lizard or a butterfly)

•use a "Breathing Ball" pictured at right  (See video here)

* Download a copy of our Breathing Ball activity here!

Breathing Ball Photo Card Download


We welcome your feedback! Tell us how you use breathing games in your classroom or therapy room by leaving a comment below!



.Contact Barbara at: barbara@bodylogique.com

Bullying: Helping Kids Find Their Power

I love it when the house it quiet for that first hour in the morning after everyone leaves. Its a time when I can be with my thoughts and reconnect with my strengths, ideas & talents and find my true source of power: Me.

I practiced yoga this morning as I watched the sun rise up through my front living room window. I don't always practice in the early morning, but when I do, I notice a different kind of energy in and around me all day. Its as if I have somehow gone from average to invincible and no matter what I do or who I encounter that is difficult in the course of my day, I feel calm, in control & like I will know the right way to handle it. On the days that I don't practice at all, I can tell you that I feel powerless over my own reactions & things have a whole different outcome. I have learned over the years how to find and keep my power level where it needs to be. I am trying to show & teach my daughter this now as she navigates the complicated world of being raised by divorced parents, understanding female friendships, boy-girl relationships and other peer interactions.

When I was finished & as I was making my "To Do " list and checking my e-mail I came across this article about a Father Trying To Get Phila School To Stop the Bullying of his First Grade Son. This family came here to get away from the violence & powerlessness in their country only to find more of it here unleashed on their son. I hurt for them. It breaks my heart to think about how we take away other's and give away our own power on a daily basis.

This strikes a triple chord with me, first having been bullied in school myself, then trying my best to help my own 3 kids through it, and now working with children with special needs as I do. Teasing/bullying comes up a lot and I do my best to work with parents to help kids understand the dynamic and then have tools to combat it. Believe it or not, there are many opportunities for self-empowerment during yoga, and I use these opportunities as well as storytelling to their fullest to present scenarios for children to solve conflicts and use in real life situations.

There are no easy answers or solutions and each case if different, but the one thing in common is that in all cases someone ('victim') is willing to give away their power, (or does not know how to keep it) and another ('bully') is willing to take it (or does not know how to resist taking advantage of perceived weakness.) In all cases, both the bully and the victim suffer from a feeling of dis-empowerment.

Empowerment is defined as: increasing the spiritual, political, social, or economic strength of individuals and communities, leading to the empowered developing confidence in their own capacities and abilities.

I think the question should not be "How do we address/prevent bullying as it happens," but rather "How to we teach kids-all kids-(bullies as well as victims) to find, build, keep and take back their true power"?

Its beyond obvious that the problem is way out of control. Bullying goes on every day in schools and on playgrounds and beyond. Some of you will disagree with me, but I'm starting to understand that its ultimately not up to the schools to stop it in most cases. (In the case of the family in the story at the link above, they clearly need some help navigating the system and the school does need to address it immediately.) While the schools definitely need to address it immediately as it happens within that environment, ultimately, its up to us as parents to help our kids to end it.

 I want to clarify that I feel this should not even be an issue. We should all respect others no matter what they look like, talk like, believe or where they come from.  Every child has a right to go to school and learn without fear.  If children are failing to act appropriately in school, then we need to re-examine whether or not our messages are getting through & how we have taught them at home. Just as we want to scrutinize a teacher for a child not learning math or reading properly, we need to be willing to look at ourselves through the same lens when our children fail to act appropriately when not under our watchful eye. Its a group effort between school and home that begins at home.

Bullying is not done in plain view. Its done when no one is around therefore its not witnessed by anyone in authority and they get away with it. Teaching the victim to not fight back only empowers the bully. There is no consequence so the oppressor feels they have gotten away with it some more. They know if the victim does go to the teacher, something may or may not be done, and they now have an 'excuse' to harass them more for telling.  Its a vicious cycle.

I do not advocate nor encourage violence as a solution to problems, but the victims need to be able to fight back appropriately & successfully. We are talking about fighting back by finding power-not by using force. Teach your children & students the difference and give them effective strategies to find & use their own power to set limits and boundaries.

Teachers and administrators need to be especially vigilant if there is a special needs child or other child that is a target for bullying. Let students know on the first day of school that harassment is not tolerated. Look carefully for signs of stress and fear in your students. In my daughter's school they do a "Citizenship Check" once a week. The children are encouraged to write down (anonymously) incidents or persons of concern who are acting destructively towards themselves or others, as well as those who are helping and kind to others. In this way staff and parents are made aware of any potential problems and can intervene if necessary & encourage the proper behavior.

We need to remember children who are given excuses & allowed to get away with bad behavior (bullies) become adult bullies and have a hard time fitting in their whole lives; and children that are victims and are not taught how to effectively set boundaries have a hard time fitting in and remain victims their whole life. Both sides need help & support as far as I see it, but it has to start and end in the home and it has to start at a young age. Once they are teens it is much harder to get them back to that point of self-control.

We cannot empower bullying behavior by denying there is a problem and making excuses nor by perpetuating the 'victim mentality' to the victims & expect bullying behavior to stop. So maybe its time to look at ourselves as parents first. Ask ourselves: 'Is it possible that my child is a bully? If yes, Why is my kid bullying/ taking advantage of someone weaker? Where did they learn/why do they feel the need to do this?' Talk with your child and listen to them, but don't ever make excuses for them!

Parents, we need to make the schools aware that we want to be a partner in solving the problem & want it to be addressed swiftly on an administrative level. Then take steps to empower our own children so they are not viewed as easy targets. Help them take back their power by letting them think and handle some less traumatic situations themselves, with guidance and encouragement of course. In an effort to help & protect them, we do way too much for our kids, especially our kids with special needs. Most kids can do at least some things-and some can do many things for themselves, more than we realize. Start with daily routines & living activities. Get them active in sports, karate or outdoor hikes. The feeling of climbing over rocks, doing forms or kicking a soccer goal can instill a sense of self mastery & control over their environment and build a support network of peers that can be called upon for other situations such as bullying.

Put your own fears aside, and your need for neatness/cleanliness & let them wash dishes or make lunch for themselves. When we prevent them from participating & do too much for them and let them slack it takes away their power and makes them think and act like victims-(or bullies). Give them responsibilities, expect them to be taken seriously and let them feel self-reliant. Build on those skills & let them take pride in and feel good about doing things for themselves. If this is done consistently & correctly, and with firmness & love, it eliminates the need for the bully to take the power of one perceived as weaker and raises the esteem level of the victim to the point where they will be better equipped to handle it if faced with a bullying situation.

These simple but empowering actions will not eliminate the bullying problem completely, but it will begin to teach children about using not physical force, but true inner power. Giving children responsibility and allowing them to complete tasks themselves shows them you trust them and this will help them trust themselves more. Trusting inoneself is the beginning of true power. This will help move them towards more positive social interactions and build the self confidence they need to stop being a bully or a victim and to finally take back and keep their own power.

*What are some interventions and solutions that you have used as a teacher, parent or administrator to minimize or stop bullying? Please leave your ideas, suggestions & comments below.

Read more to understand bullying at the links below:

American Academy of Child and Adolescent Psychiatry


Edutopia: What Works In Education


Tigerman-Non Violent Superhero (Interactive Bullying Prevention Program)


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Self Control: More Than Just a Good Idea

As my 11 year old daughter and I were out driving around last week we passed a construction site. She asked me: Mom, how come when a sign says "do not open" it just makes you want to open it even more?"

Well, besides the obvious that she is my daughter and I encourage her to not believe everything she hears/reads, I explained to her that in this case, a) she should definitely heed the warning, and b) its called 'self control'.

Self control is not just a good idea. Its an important life skill.

While I believe that children should never be deprived of new experiences, sensations, and opportunities to learn, I am also not an advocate of giving children everything they think they want. This is simply not healthy for them of for the familiy and becomes an extremely destructive habit in later years.

There needs to be a framework and a structure so that a child learns when its ok to break out of that & be spontaneous in a good/creative way.  This is also true for children with special needs. Once a suitable structure & expectations are in place, including reasonable adaptations based on the child's understanding and abilities, they should be adhered to. (Of course the exception here is a child that is cognitively or medically challenged to the point where their brain cannot control impulsive behaviors.)

We all know or work with people who have never mastered this skill. If you were not aware of  these types or "what their problem" was before, maybe you can identify it now. Signs & clues are: making excuses/justification as to why something is not finished (usually with a fantastic story of some sort); gossip/sour grapes about everyone & everything;  sense of entitlement; rules don't apply to them;  feeling of self-importance over others; poor time management skills; overwhelmed at too many projects/activities at once/never finishes a project; trying to be someone they are not.

How does it feel interacting with these people on a daily basis?  Now to put this in perspective of this post, imagine that this person is your own child someday down the road. How does Life look for them?

But listen-I'm not just an educator. I'm a parent too. I've been a parent for 28 years and I'm tired. I too get impatient sometimes and just feel the "whatever-do what you want!" ready to roll off my tongue also. But I have learned a few things after all these years of trial and error:

1) to pick my battles carefully
2) to make a few short & simple rules, and stick to them no matter what
3) to clearly define what happens if a rule is broken (do not be ambiguous such as "your're gonna get it!")
4) that teaching kids when young to recognize & control destructive impulsive behavior is always a good strategy

When a parent gives in to whim and impulse, they are  paving the road for greater more unreasonable demands ahead. We cannot just one day decide to put the brakes on it. It won't work. The child has already been taught that this is a world that is full of people that are here for their own instant gratification when in reality, our world does not work that way at all. We have to learn to get along with, communicate and cooperate with others to get what we want out of life. That starts with self-control.

My daughter and I  have had numerous talks about when we need to exercise self control and when its safe & appropriate to be spontaneous & give in to impulse. (in her case, this would be in reference to bickering with girlfriends & classmates.) We have also worked together on this important aspect of executive function with many students in social skills classes, yoga small groups & summer camps, using creative yoga-based movement games and art activities to help this skill develop & encourage its continued use.

What my daughter has not understood fully yet & what many people don't realize is just how important impulse/self-control is. It has a huge impact on a child's transitions & development into adulthood.  In fact researchers from the United States, Britain & New Zealand have found that, the extent to which a child uses self-control has more of an impact on their adult lives than intelligence or social status.


To learn more about the study, read this article originally published in the Proceedings of the National Academy of Sciences.

About Kids Health: Its all About Self Control

To find yoga-based games & activities to help children cultivate self-control visit our Sensory Games Page

To schedule private yoga based instruction for your child please e-mail  barbara@bodylogique.com


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