Written by: Wendy Piret, Program Director, Move with Me Yoga Adventures
Last April, Janine Harper, Director of the Family Advocacy Program (FAP) for the Army Community Service (ACS) Center in Yongsan, South Korea, a province of Seoul, contacted us regarding resources and training. She wanted MwMYA to come out and work with the staff and family members of the U.S. Army Garrison (USAG) Yongsan. For myself, with 13 military moves (7 with children) in 24 years of active duty service, including 8 years of active duty myself and 16 more as a spouse, it was an incredible opportunity. Intimately familiar with the stress that multiple moves puts on children, coupled with what can often be tough assignments which include family separation, I can think of few communities who can appreciate and benefit from the stabilizing and centering effects of playful movement and creatively incorporated mindfulness and self-regulation skills.
We readily agreed to come out and last week, August 21-24th, 2017, I traveled to Seoul to train the staff and community members at USAG Yongsan. I worked with social workers, OTs, PTs, Speech Therapists, preschool and early elementary teachers, soldiers, and parents. Twenty (20) dedicated professionals attended the full 2 day 16-hour Certification Training for the Movement and Mindfulness curriculum, and 25 more received our 4-hour Introductory to Mindfulness and Self-Regulation Skills for Focused, Fit, and Healthy kids at home and in the classroom. In hindsight, after reading the mission of ACS, we should not have been surprised by the call:
“To assist commands in maintaining the readiness of individuals, families, and communities by providing a world of education, opportunity and discovery to promote self-reliance, resilience, and stability.”
I am deeply grateful for the opportunity to interact with the family members who attended our workshops, and to be able to train the staff of the ACS Center to support them with concrete, accessible skills from simple breathing techniques to the easily achieved brain activating and stress reducing movements we call Adventures Skills. The level of professionalism and forward thinking I witnessed among the staff members was the highlight of the trip. There is no shortage of crisis situations, heartache, and strife when it comes to juggling the challenges that living overseas, working full time, and raising a family. To hold the space for soldiers, sailors, airmen and their families takes an incredible amount of personal resilience, dedication, and commitment.
ACS Yongsan you are the rugged soldiers, realistic, grounded, and unafraid to do whatever you need to do to achieve the best results possible for your families. Janine Harper and the staff of the Yongsan ACS, we sincerely thank you for the opportunity to serve your community.
From Janine Harper, Family Advocacy Program Manager, Army Community Service
“The Family Advocacy Program Manager for USAG-Yongsan, recently hosted a Move with Me Yoga Adventures workshop for both professionals and community members. The Family Advocacy Program focus on healthy ways to decrease child abuse and domestic violence by increasing opportunities for military families to come together. Providing our community training in movement and mindfulness fulfills so many of the goals we are trying to achieve in our community. Many of our families are looking for new healthy ways to share time with their families, and this meets that mission.
Over the last few days both our military professionals (social workers, occupational therapist, teachers, child care professional and counselors) and community members received invaluable training. This training provided a great balance between understanding the science and learning practical skills for implementation. We have already incorporated it in our Back to School Bash and are excited about educating the larger audience with our upcoming events.”
Character improves academic, social, and professional achievement
Since then, all subsequent research shows that SEL does, in fact, enhance children’s academic success while preventing problems such as mental health disorders and violence. Social-emotional competencies, as defined by the list below, empower kids to grow self-aware and confident, to manage difficult emotions and impulses, and to embody empathy, which translates to not only improved behavior but also test scores.
Daniel Goleman’s 5 Social Emotional Learning Skills:
Emotional self-awareness — knowing what one is feeling at any given time and understanding the impact those moods have on others
Self-regulation — controlling or redirecting one’s emotions; anticipating consequences before acting on impulse
Motivation — utilizing emotional factors to achieve goals, enjoy the learning process and persevere in the face of obstacles
Empathy — sensing the emotions of others
Social skills — managing relationships, inspiring others and inducing desired responses from them
To understand how these 5 components of social-emotional intelligence (aka: EQ), affect learning, we must also look at brain-based research. SEL is all about developing neutral awareness and thoughtful choices (aka: mindfulness). To be able to respond rather than react, children need to cultivate the executive functions of their neocortex (frontal lobe of the brain) as well as the heart-centered intelligence of their mid-brain limbic system, which houses meaning making and memories. SEL helps children move out of their lower, automatic “reptilian brain” thinking and into higher, rational thinking and regulation, by establishing rules and activities that promote safety – physical, emotional and social – and teach respectful, kind and compassionate ways to think and behave.
SEL Shapes the Brain
Classrooms that include SEL are organized around the principles of respect, kindness, and empathy. SEL teachers and lessons engage students in learning and practicing how to embody those qualities. This kind of environment encourages optimal brain development as well as social connection and collaboration. In other words, SEL affects learning by shaping children’s developing neural circuitry, particularly the executive functions. As children feel safe and learn how to inhibit disruptive emotional impulses, they exhibit greater self-confidence, better behavior and enhanced memory. They enjoy the learning process and thus, readily engage and fully immerse themselves in gaining new information and skills.
We don’t learn from experience. We learn from reflecting on experience. –John Dewey
How to teach social emotional learning
To teach social-emotional skills, educators and parents need to build in time for children to imagine, experiment, and reflect on their experiences and choices, just like any other subject matter. This includes:
Discussing conflicts and trying out different ways to resolve them
Naming and being with feelings/emotions inside oneself & expressed by others
Playing with how to manage big emotions and have compassion for self & others
Experimenting with sharing, negotiation & collaboration
Practicing how to be neutral and curious enough to really let in the thoughts, beliefs and values of others without having to defend your own
Reflecting on the results and feelings from all of the above before, during & after
Being a Mindful Model
To learn social-emotional skills, young children must be safe and encouraged to explore, make mistakes, and viscerally feel. They need a safe, empathetic, and playful environment that provides them with strategies, tools, and reflection around the development of self & emotional awareness, self-care & regulation, social awareness, empathy, and cooperation. You, teacher or parent, make this possible by being a mindful model & compassionate mirror:
Emotionally honest, self-regulating, available, curious, and responsive
Clear with expectations and guidelines. Consistent with appropriate consequences.
Calm when angry. Caring when frustrated. Compassionate with everyone including yourself.
Supportive with instruction & acknowledging of efforts. Never mock or shame.
Give choices and respect wishes. Reflect on results. Don’t micro-manage.
Ask questions that help children solve problems and self-regulate on their own.
Practicing meditation enhances your ability to be the mindful model & compassionate mirror. When you practice focusing your attention, rather than letting it jump around, you move into in your higher neocortex brain and your para-sympathetic (rest and digest) nervous system, and out of your lower survival, automatic brain and sympathetic (fight or flight) nervous system. You reset your mind-body into an optimal state.
Most of us are programmed to do, act, accomplish. We do not value being, reflecting, processing. Even in the face of all the research that tells us the value of mindfulness practices, it’s hard for most of us to choose to take the time. We have too many things to do! But if you want to improve your capacity to teach SEL, it’s a requirement.
Social Emotional Learning is about developing the ability to:
set and achieve goals
feel and show empathy
establish and maintain relationships
make responsible decisions
understand and manage emotions
Social Emotional Learning (SEL) Standards list the intrapersonal, interpersonal, and cognitive skills woven into and necessary for functioning well in everyday life – at home, at work, and at school – for everyone.
Though they differ slightly from state to state, these standards define social-emotional intelligence, which is really just the academic and neuroscientific breakdown of the attitudes, behaviors, and actions that make someone good to themselves, nice to know, and pleasant to work with. Because all the research shows that social and emotional competence is fundamental to academic and personal success, SEL is an essential and integrated part of every pre and primary school curriculum.
Embody ethical standards, safety concerns, and social norms
How do movement & mindfulness activities support SEL?
1.Reinforce Mind-Body Balance & Integration
In The Whole-Brain Child, Dan Siegel and Tina Payne Bryson, encourage lots of active movement and sensory play for children. Why? Because the body is constantly providing useful information to the brain. They define being emotionally intelligent as knowing how to listen to and to use that information to both self-care and connect with innate wisdom. All child development experts agree that it is through play that children start to understand their thoughts and feelings as well as to practice how to appropriately interact with others.
In combining active play with self- reflection and self-care, the Movement & Mindfulness Bundle helps kids be more cooperative and resilient. The yoga adventures and self-regulation techniques enable them to understand their feelings, embody ways to control impulses, and manage stress to do their best.
2. Reset the Nervous System to Optimal State
The body and the mind are inextricably linked and our mind-body state dictates how available and/or able we are. Movement & mindfulness activities enable kids to regularly destress and reset their nervous systems such that they can connect, learn, and make smart choices. The more children move and play, the less stressed and more cooperative and learning ready they are. The more children learn how to slow down, relax, self-reflect, and self-care, the more they learn how to shift their own body-mind state.
In his book Spark: The Revolutionary New Science of Exercise and the Brain, John Ratey, M.D. describes research showing that physical activity sparks biological changes that increase the brain’s ability to learn, adapt, and perform other cognitive tasks. Exercise builds brain cells, lifts mood, and ameliorates the detrimental effects of stress.
3. Explores the Range of Emotions
Playful exercise and sensory awareness encourage children to explore their natural reactions and impulses. In the Movement & Mindfulness Bundle, the yoga stories invite children to move, pretend to be other animals and objects, try on a variety of emotions, and experiment with specific mind-body activities as self-regulation and social skills. The process of being everything in and acting out the story helps kids develop an awareness of the range of human experience. By naming these feelings and working with shifting them, kids start to be able to tame the bigger emotions that can sometimes overwhelm their young systems. Practicing self-care and regulation as play at a young age lays a foundation for social-emotional competence.
1. Physical coordination precedes and lays the foundation for cognitive coordination. In other words, if you want to develop the mind, you must develop the body. That means multiple sessions daily of movement, play, and exercise. Per Marcia’s testimonial as a parent and a pediatric OT, it was doing the yoga story DVDs twice daily that enabled her son to build the motor skills, focus, and self-control needed for kindergarten. My point here is that regardless of your child’s challenges or strengths, if s/he is difficult, stressed, crabby, withdrawn, anxious, etc., s/he probably needs more physical play. Fun movement is the biologically built-in developer of body-mind-feelings awareness and management. At school, make sure students enjoy 90 to 120 minutes of supervised, instructional gross motor activity as well as outside time. At home, my recommendation is 20-30 minutes minimum every day – just you and your child, one-on-one, whatever s/he wants to do.
2. Mindfulness is a sensory-motor skill. Impulse control, emotional intelligence, self-regulation and executive function develop as children become aware of and understand what happens inside their own bodies. It is through interactive activity such as exercise instruction and pretend play that they build the inner sensory-emotional awareness necessary for self-control. Per the work of Catherine Rosasco Mitchell and others in embodied, sensory-motor education, we know that children can only access and understand their own perception, character, and relationships by using the feelings/sensations of the body. Play and intentional movement help them grow mindful as well as socially – emotionally competent.
3. To get the benefits, you have to do the practice. Exercise is a natural mind-body regulator and integrator. Active play causes kids to be less impulsive and more primed to learn by literally building brain cells, turning on the attention system, and firing up the executive functions — sequencing, working memory, prioritizing, inhibiting, and sustaining attention. To realize these effects means you’ve got to actually prioritize and spend more time playing and exercising and less time sitting and on screens. Why? Because intentional movement and playful instructional exercise promote and improve:
Marcia Washington, OTR/L, has been practicing pediatric occupational therapy for 20 years. In 2009, in her hometown of Pontotoc, MS, she launched KidSense, a clinic that specializes in pediatric therapy, includes a sensory motor gym, and serves clients from over a 70 mile radius.
Marcia and her husband, David, have 2 biological daughters, Mattie – 14 and Ella – 10. In 2014, they adopted a 2 year old boy from Poland. Marcia helped Gehrig improve his language and overall motor skills using Rhythmic Movement, Integrated Listening, NeuroNet Learning program and the Alert Program “How Does Your Engine Run.” Yet core strength, posture control and unintegrated reflexes persisted to the point of causing inattentive/impulsive behavior in preschool.
That’s when she started to use Move With Me Yoga Adventure DVDs and flash cards daily. She was so impressed with the results that she wrote us a thank you note. We were so touched that we invited her to speak about her experience so we could share it with all of you.
Any questions, feel free to contact Marcia at email@example.com or through her website: kidsensetherapy.com
Become a Movement & Mindfulness Curriculum Teacher!
“Your training always took us back to self-regulation and coherence in ourselves, which enabled me to feel both personally inspired and professionally confident to share the Movement & Mindfulness Curriculum program with children!"-Erin McFarland, Teacher, CA