Tag

STRESS MANAGEMENT

Oct 12
7

Developing Self-Motivation So It Sticks

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Motivation can be elusive for many of our students especially for activities they don’t like, they don’t find interesting or they find challenging. In other blogs, I’ve written about the 3 S’s: self-awareness, stress management and social competency, as keys to thriving in life. For this blog, self-awareness and stress-management are relevant. Being able to handle failures, set-backs and challenges are a part of life whether you are a child or an adult. Developing internal-motivation and self-efficacy are two powerful ingredients to thriving in life. So, how do we help children tolerate distress, rebound from setbacks and stretch beyond their comfort zones?

Russian psychologist Leo Vygotsky proposed a concept called the Zone of Proximal Development (ZPD). He defined ZPD as the area just beyond a student’s independent functioning level where he/she may need some assistance but isn’t too far out of reach. To hit the ZPD accurately, one has to assess the student’s knowledge and experiences accurately.

If we haven’t helped children recognize that new learning is challenging and takes effort, we have done them a disservice. When they struggle and haven’t learned that it is a part of learning, we see students push back with comments such as, “It’s too hard,” “I don’t know how to do it,” or “I can’t do it.”

Tasks in the student’s comfort zone don’t take much effort; they just “breeze through them” with little exertion or motivation. If adults raise the bar just beyond the student’s reach, but the student can reach it with minimal support, this develops efficacy, stamina and internal-motivation. Once they’ve reached the bar, there is often a sense of accomplishment and pride with the feeling of, “I did it!”

How do we encourage, support and guide students to “push themselves beyond their comfort zone”? The answers to this question are important, as they can backfire on us and discourage a student or encourage a student to move into their ZPD. In general, there are four approaches/steps:

  • Adults model what it means to be in the ZPD
  • Students imitate the adults
  • Adults fade the support/instruction
  • Adults offer feedback on the student’s effort and performance.

Adults model, guide, encourage and praise authentically. Think out loud about how you persevere. Provide support and guidance, such as, “I know this is hard for you, but let’s start with what you do know.” Or, “I like how you stuck with it even when you wanted to give up.” Finally, “You’re building tolerance and stamina for new learning.” As students become more comfortable in their ZPD, they become more self-motivated and develop greater self-efficacy.

Helping children get there can be a journey, but if the adults in their lives take the time and effort, the pay-off is worth it! When you give children guides to know when they are in each zone, it helps them know what to expect, how to think and what to do. For instance, when students are in their comfort zone you may hear, “I get it (and it is quick), “this is a breeze,” “this won’t take me any time,” or “I’m bored.” Little to no effort is required in this zone. In the ZPD, students may be saying, “I have to think,” “I have to work at this,” “I’ll get some wrong,” “I may get stuck,” or “It’s ok, I know some of it, so maybe I can do more.” It takes effort, thinking and the student feels challenged. And finally, in the OMG Zone, you may hear, “I don’t know where to begin,” “I can’t figure this out,” “I’m spinning my wheels; this makes no sense,” “I don’t care,” and “I’m frustrated and angry.” Adults are doing most of the work at this stage, and the student’s effort doesn’t pay off. He or she is not ready for this learning yet – it’s too far of a stretch. Helping students develop their comfort in their ZPD is paramount to developing self-motivation and self-efficacy.

 

Resources

Vygotskian Principles on the ZPD and Scaffolding

https://www.open.edu/openlearncreate/pluginfile.php/5904/mod_resource/content/1/Vygotskian_principles_on_the_ZPD_and_scaffolding.pdf

What is the Zone of Proximal Development

https://www.healthline.com/health/zone-of-proximal-development

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

Mar 25
1

Improving Life Outcomes through Self-awareness, Stress Management and Social Competency

By | NESCA Notes 2019

By Dot Lucci, M.Ed., CAGS

Currently many school districts have social-emotional learning (SEL) goals as part of their mission. They include goals, such as students will: think critically and solve problems; communicate and collaborate effectively; attend to physical, social and emotional health; contribute to and care about their community and world; and, recognize the uniqueness and dignity of individuals of differing religions, classes, ethnicities, sexual orientations, learning abilities and more. These goals are part of what is expected in our workforce and as citizens in general. If children and adults could attain these goals, our world would be a more tolerant and compassionate place.

Given the neurological, psychological, behavioral or cognitive challenges many students diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), nonverbal learning disorder (NLD), intellectual disability (ID), anxiety, depression, etc. may have, they will often experience difficulty attaining these goals. Direct teaching as well as embedded instruction of Mindsets, Essential Skills & Habits (MESH) and SEL is imperative for these students to succeed in school, relationships, work and in their own quality of life. In fact, MESH and SEL can help all students with or without special needs. Students of today become the adults of tomorrow. With SEL and MESH instruction, they become mindful, compassionate and socially competent adults – and potentially leaders!

In our consultation work with schools, NESCA focuses on three primary areas that we call the 3-Ss: self-awareness, social competency and stress management. Many adults with learning or developmental challenges have not yet reached their potential because they struggle in one or more of these areas. They do not know who they are and “what makes them tick,” or understand that stress is a part of life that we all deal with. They may struggle to recognize that getting along with and being kind and respectful to others is a necessary part of life, even when we do not agree with others. Some of these adults have advanced degrees but sadly cannot get or keep a job or a relationship. By directly addressing the 3-Ss, we help individuals develop life-long skills to be the best they can be.

Self-awareness

Self-awareness is the ability to recognize one’s strengths/challenges, interests, likes/dislikes, learning style, personality and more. It allows us to self-reflect and accurately identify emotions and thoughts and how they influence our behavior. Being optimistic when dealing with life’s setbacks is also central to self-awareness. As we mature, the ability to make responsible decisions – constructive and respectful choices about personal behaviors based on safety concerns, ethical standards and social norms – also falls under self-awareness.

The earlier we begin to help children develop self-awareness, the better off they are in the long run. Teaching them about their personalities earlier allows them to understand themselves better and themselves in relation to others. Through consultation, we normalize the neurodiversity of learners in a classroom. For example, we may have everyone (teachers and students) complete a learning style checklist and discuss the variety of learning profiles in a class. This makes self-awareness more concrete and accessible to all students.

Social Competency

Social competency allows self-awareness to be applied in relationships with others. Social competency is the ability to establish and maintain healthy and rewarding relationships with others in one’s family, school, community and work. It is what allows us to demonstrate perspective-taking and empathy with others of diverse backgrounds and cultures. It includes knowing the social and cultural norms of behavior and also understanding why demonstrating those matters and helps us to communicate clearly, listen actively, negotiate conflicts, cooperate with others, and ask for help when needed. It can also include nonverbal cues and communication when sharing space with others, which is what makes it possible to ride on public transportation, wait in line, ride in an elevator, watch a movie at a theatre, etc. – all in accordance with unwritten, hidden, yet expected social norms. It is critical to work on social competency from preschool through middle and high school and beyond as the expectations and challenges change throughout our lives – and as we change, too.

Stress Management

No matter how self-aware someone is, stress happens and we need to learn to cope or we will suffer both physically and psychologically. Stress is neither good nor bad – it just is. Therefore, stress management is critical to living a life that is as healthy and satisfying as possible. Stress management is the ability to identify one’s emotions, thoughts, feelings and behaviors, and to regulate them effectively – identifying internal and external triggers, controlling impulses, motivating oneself and developing a toolbox to cope with stress. By teaching stress management skills early on, we help children identify how stress feels in their bodies and how our bodies and emotions are linked. All too often, we tell children to “calm down” without teaching them how and what that actually means. If we teach children and adolescents a variety of ways to calm themselves (breathing, progressive muscle relaxation, mindfulness, exercise, problem solving, etc.), and we offer regular opportunities to practice these skills in a range of settings and activities, our hope is that they will gravitate to those techniques and eventually use them independently and successfully. Teaching children about resilience and optimism is key so they can cope when adversity happens – as we know it will.

By highlighting the 3-Ss in our work, we have witnessed significant growth and a positive impact on students’ learning and ultimately their lives. By directly modeling and teaching these MESH skills, students diagnosed with disabilities improve their understanding of self, others and their ability to manage stress and cope with adversity. We are fostering the development of the adults of tomorrow.

To learn more about NESCA and its consultation services, visit: https://nesca-newton.com/.

To learn more about SEL and MESH, visit:

 

About the Author:

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

Mar 12
5

Intensive Cognitive-Behavioral Therapy (CBT) for Anxiety

By | NESCA Notes 2018

 

By: Ryan Ruth Conway, Psy.D.
Clinical Psychologist, NESCA

Deciding to enroll your child in mental health treatment is a big step in and of itself. Before initiating the process, there is often a trial and error period of interventions to improve the situation, whether at home or in school, and then coming to terms with the fact that they might not be enough to sufficiently address your child’s needs. Finding the right therapy and therapist match for your child can also prove challenging. Not only are there numerous therapeutic approaches available, but there are also varying levels of care depending on the severity of your child’s symptoms and amount of support he or she requires. This ranges from once weekly outpatient therapy to day treatment programs to inpatient hospitalizations for more acute psychiatric issues that may require crisis stabilization (i.e., suicidality, self-harm, etc.)

One type of treatment that has garnered considerable empirical support for treating youth anxiety and depression (conditions we regularly treat at NESCA) is Cognitive-Behavioral Therapy (CBT). CBT focuses on the intersection between our thoughts, emotions, bodily sensations and behaviors. The goal of CBT is to better manage overall emotional distress and reduce physiological symptoms by changing negative thoughts or unhelpful thinking patterns, ineffective coping strategies, and maladaptive behaviors that might be reinforcing uncomfortable feelings. CBT aims to teach children and their parents new, adaptive coping skills while providing opportunities both in and between sessions to practice these skills. CBT is a short-term, targeted treatment that promotes “approach” behaviors (as opposed to “avoidance”) through “exposures,” or exercises designed to practice facing fears gradually, in a safe environment. CBT might also include learning mindfulness, emotion regulation, and distress tolerance; techniques that have been shown to enhance treatment outcomes.

While some youth make progress in meeting with a therapist once per week, others benefit from a condensed, “intensive” format where they receive CBT treatment daily and over a shorter period of time. The accelerated nature of these types of programs, offered in both outpatient and hospital-based settings, allows for quicker acquisition of strategies, substantial exposure practice, and generalization of newly learned skills to other settings in a child’s life. Think of it as a crash-course in CBT.

You may want to consider an intensive therapy program for your child if: 

  • Your child’s symptoms are greatly interfering with his or her life, such as attending school or school performance, family life, and friendships.
  • Your child has tried different therapies in the past but there has been minimal carryover from session to session and/or you haven’t noticed much progress overall.
  • Your child is experiencing distress but other commitments during the school year have hindered attending therapy on a consistent basis, making school breaks or the summer an ideal time to work on it.

At NESCA, we are pleased to offer a highly specialized and immersive therapy experience through our 2-Week Summer Intensive CBT Program for anxiety. We work with children and adolescents who present with all types of anxiety, including generalized anxiety, separation anxiety, social anxiety, specific fears (e.g., dog phobia, vomit phobia, etc.) and obsessive-compulsive disorder (OCD).

What does NESCA’s 2-Week Summer Intensive Program consist of? 

  • Intake evaluation – A meeting is held with the child and parents to gain a comprehensive understanding of the child, provide an assessment of symptoms and discuss goals for treatment, all of which will inform the treatment plan.
  • 1:1 therapy sessions – Individual CBT therapy sessions with the child or teen are conducted 5 days/week for 90 minutes. Homework will also be assigned between therapy sessions to reinforce skills learned.
  • Parent involvement – Parent participation is vital in treating childhood anxiety. Parent sessions are held 5 days/week for 30 minutes. During these meetings, parents will be educated about their child’s anxiety, receive progress updates and also acquire tools to better support their child. Parents might also be asked to help children practice the new skills they are learning.
  • Discharge planning – Families will be assisted in determining follow up support that will be helpful in order to maintain treatment gains.
  • Treatment summary – Following the conclusion of the program, families will receive a written summary that reviews the course of treatment, progress made and discharge recommendations.

There are circumstances in which the frequency, duration and/or structure of the program can be modified to best fit your child’s needs.

For more information about NESCA’s Summer Intensive CBT Program or to find out if the program is appropriate for your child, please contact Dr. Ryan Ruth Conway at (617) 658-9831 or rconway@nesca-newton.com.

 

About the Author:

Conway

Ryan Ruth Conway, Psy.D., is a licensed clinical psychologist who specializes in Cognitive Behavioral Therapy (CBT), behavioral interventions, and other evidence-based treatments for children, adolescents and young adults who struggle with mood and anxiety disorders as well as behavioral challenges. She also has extensive experience conducting parent training with caregivers of children who present with disruptive behaviors and Attention-Deficit/Hyperactivity Disorder. Dr. Conway has been trained in a variety of evidence-based treatments, including Parent-Child Interaction Therapy (PCIT), Dialectical Behavior Therapy (DBT), and Exposure with Response Prevention (ERP). Dr. Conway conducts individual and group therapy at NESCA utilizing an individualized approach and tailoring treatments to meet each client’s unique needs and goals. Dr. Conway has a passion for working collaboratively with families and other professionals. She is available for school consultations and provides a collaborative approach for students who engage in school refusal.

 

If you are interested in working with Dr. Conway or have any additional questions about NESCA’s therapy services, please complete NESCA’s online intake form.

 

 

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

Jan 22
0

Mindful or Mind Full? Can You and Your Child Be More Present?

By | NESCA Notes 2018
Mindfulness Activities For Caretakers and Youth
By: Amity Kulis, Psy.D.
Pediatric Neuropsychologist
NESCA
Mindfulness is an area of psychology that continues to gain popularity in our culture and in therapeutic practice. By definition, mindfulness is the practice of being conscious or aware of our current state without judgement. That is, focusing our awareness on what is happening in this very moment related to our feelings, thoughts, and bodily sensations. We ignore what was happening in the past and what could happen in the future by being present in this moment. While this seems like a simple concept, in our distracted world of technology and instant gratification this can be difficult to put into practice. Too often we lose sight of the present and our current experiences, as our mind races and analyzes what just happened or what could happen, giving rise to anxiety.
Research suggests that the benefits of mindfulness include improved emotional regulation by decreasing rumination and improving attentional capabilities. There is also emerging evidence that mindfulness can decrease emotional reactivity which can have a positive impact on interpersonal relationships. Other positive benefits include improvements in sensory processing as well as sensitivity to internal stimuli.
Below is a list of mindfulness-based activities that can get you and your child started on the journey of being more present in the moment and begin reaping the benefits of a mindfulness practice. For more information or to explore therapeutic options at NESCA that utilize mindfulness strategies please read about our therapeutic services.
  • Breathing: Have the child breathe in for three seconds, hold their breath for three seconds, and then breathe out for three seconds. For younger children, the very act of focusing on this activity will ground them to the moment. For older children and teens, there might be more instruction like having the child focus on how the breath feels coming in, holding it in their lungs, and finally blowing out through their nose or mouth.
  • Seeing the world: Ask the child to spend a minute looking around the room while being silent with the goal of finding things in the room that have never been noticed before. After one minute, the child should be asked to share the most interesting thing that they see now but have not noticed before.
  • Feeling objects: Provide the child with an object or series of objects and ask them to spend a minute just noticing what the object feels like in their hand. Guiding them to attend to the texture, temperature, size, shape, etc. Afterwards, ask the child to share what they noticed.
  • Listening: Ring a bell or other chime-like noise that provides a long trailing sound. Ask the child to indicate when they can no longer hear the sound. After the ringing ends, ask the child to listen to any other sound they hear for the next minute.
  • Emotional acceptance: Young children tend to be more “in the moment” than most when it comes to emotional experience. When a child is expressing an emotion, rather than tell them “You’re okay,” validate their emotional experience and let them know it is okay to be angry, sad, etc. Then follow with asking your child how their body feels when they are in this emotional state. This process can help children to be more in touch with their bodies and begin to recognize how their emotions feel in their body to create greater emotional awareness.
To learn more about mindfulness and practice techniques, check out:
About the Author:
 
Dr. Amity Kulis joined NESCA in 2012 after earning her doctoral degree in clinical psychology from the Massachusetts School of Professional Psychology, with a concentration in Children, Adolescents and Families (CAF). She completed post-doctoral training in pediatric neuropsychology with an emphasis on treating children with developmental, intellectual, learning and executive functioning challenges. She also has extensive training psychological (projective) testing and has conducted individual and group therapies for children of all ages. Before joining NESCA, Dr. Kulis worked in private practices, clinics, and schools, conducting comprehensive assessments on children ranging from toddlers through young adults. In addition, Dr. Kulis has had the opportunity to consult with various school systems, conducting observations of programs, and providing in-service trainings for staff. Dr. Kulis currently conducts neuropsychological and psychological (projective) assessments for school aged children through young adulthood. She regularly participates in transition assessments (focusing on the needs of adolescents as they emerge into adulthood) and has a special interest in working with complex learners that may also struggle with emotional challenges and psychiatric conditions. In addition to administering comprehensive and data driven evaluations, Dr. Kulis regularly conducts school-based observations and participates in school meetings to help share her findings and consultation with a student’s TEAM.

 

Mar 05
4

Mindfulness in Schools

By | NESCA Notes 2017

 

By:  Ann-Noelle McCowan, M.S., RYT
Guidance Counselor; Yoga Specialist

Open Google and type in Mindfulness in Schools and you are presented with a buffet of resources. What was once seen as an alternative idea has become mainstream. But what is Mindfulness and why is it something that deserves a place in schools?

Mindfulness was originally developed as part of the 8 Fold Path of Buddhism. With mindfulness, your attention would be turned inward and also impact your relationship with the world through mindful actions and behaviors.  Now it is scientifically studied and found in locations like professional locker rooms, jails and hospitals to fortune 500 companies like Nike, Google and Apple. Advancements in brain imaging show that a regular mindfulness practice creates increased activity in the areas of the brain associated with working memory, executive function, emotional regulation, perspective taking and empathy, with decreases in the areas of the brain associated with depression, PTSD and stress (correlated with a decrease in amygdala size).

Mindfulness’ increased popularity may be due to the fact that it is an adaptable, take with you anywhere antidote to a society that is increasingly fast-paced and technology focused. In a global world, it helps us feel both connected to ourselves and grounded where we are. More adults and kids are feeling stressed, anxious and depressed, and mindfulness can help soothe our worries without negative side effects.

Schools are responsible for teaching children skills and information across many content areas, yet how often are children taught the best way to pay attention, or how to use attention?  Attention is the lens through which all of our experiences are filtered through, yet it is rarely directly and specifically taught! Mindfulness is at its core simply focusing on a single thing at a time, in a particular way, without evaluation. It is an invaluable life skill for helping children be successful students as well as happy well adjusted and connected children. An informal survey of my colleagues and friends found that yoga and mindfulness are being adapted to various school settings.  From class transitions that begin with listening bells, rounds of belly breathing before assessments, calming scented oils on cotton balls in the nurse’s’ office,  books clubs with teachers, introductions to mindfulness apps in health class and mindfulness or yoga activities and clubs.  mindfulness is staking its place in schools.

When introducing mindfulness in classrooms and schools the following steps help outline ways to weave mindfulness into classrooms and schools.

1. Learn More. 

Starting with this blog post the internet is full of articles and videos to explore.
How Meditation Can Reshape Our Brains: Sara Lazar at TEDxCambridge 2011
https://www.nytimes.com/guides/well/mindfulness-for-children
Kids getting lessons in mindfulness in school – Today’s Parent

2. Model Mindfulness and Practice Yourself. 

You can’t teach what you don’t know. Practicing mindfulness will help you be aware of your own reactions if at first your students are squirmy or resistant. Keep in mind that students may not use the words you expect to describe their experience, listen for what is behind their words.

3. In an age-appropriate way, explain how mindfulness is beneficial for them. 

My teens love learning about how their brain works and that mindfulness is a form of training for their brain.

Some videos for younger  kids:

4. Teach about the monkey or animal mind. 

Children of all ages enjoy the practice of noticing how many places their thoughts go and how quickly thoughts connect to others. There are fantastic books for younger kids such as Moody Cow Meditates and  Mindful Monkey, Happy Panda.  Teens understand how if walk into class and see their friend laugh with a peer after a glance towards them their thoughts immediately race…. “ “what did I do” …“ they are mad”…“I’m not going to have a partner for this project”… “ there goes my secrets, begin the rumors”… “I’ll be left out of the weekend plans” … “I’ll be alone forever”.  Teach them to acknowledge the chatter but not get caught in it.

5. Start small. 

Begin with 1-3 minutes at the start of class directing kids to feel their seat in their seat, their feet on the floor, their hands on their lap and intentionally take 5-10 long inhales and exhales. Other ideas:

  • Practice silent snack one day a week, take a mindful walk as a class and have them focus on their senses and record it in their own journal ( words or visuals) when back in the classroom. Create a mindful space in a corner of your room with coloring books, pencils, cushions as a safe break place.
  • For kids it may be hard to focus on a single item at a time, so use manipulatives. A Hoberman Sphere, Pinwheels or feathers to demonstrate breath.  Build Worry Jars, adapt Chutes and Ladders or other familiar games with mindful exercises. Use one of the many Yoga Card Decks.

6. There’s an App for this!

Ironic perhaps to use technology but most kids love technology and it offers choice and control. Try  “Calm.com”, “Stop, Breathe and Think”, “Smiling Mind” or the “Insight Meditation Timer” (after medications my kids love to check out the world map and see all the locations where people are meditating!).  Try a classroom program such as http://www.innerexplorer.org/.

7. Be consistent.

Greater benefits and habits are created when mindfulness is done repeatedly. Colleagues who practice mindfulness daily, even for a few minutes notice the impact is greater than if  done sporadically.

Mindfulness is good for us and our children and has a natural place in our schools. Benefits abound like enhanced attention, self-regulation, social competence, as well as greater kindness and compassion. After I have practiced mindfulness with my students or clients they look different, calmer and relaxed and ask for it again. I too notice the rest of my day feels more manageable and my smile is broader. Enjoy adding mindfulness to your classroom or express your hope to your child’s teacher or school leaders that mindfulness be a part of your child’s school experience.

About the Author:

McCowan

Ann-Noelle provides therapeutic yoga-counseling sessions individually designed for each child. NESCA therapeutic yoga establishes a safe space for a child to face their challenges while nourishing their innate strengths using the threefold combination of yoga movement, yoga breath, and yoga thinking.

Ann-Noelle has worked with children and adolescents since 2001 and practiced yoga and meditation since 2005. Since 2003 she has been employed full time as a school counselor in a local high performing school district, and prior to that was employed in the San Francisco Public Schools. Ann-Noelle received her dual Masters Degree (MS) in Marriage, Family and Child Therapy (MFCC), and School Counseling from San Francisco State University in 2002, her BA from Union College in New York, and her 200 hour-Registered Yoga Credential (RYT) from Shri Yoga. Ann-Noelle completed additional Yoga training including the Kid Asana Program in 2014, Trauma in Children in 2016 and Adaptive yoga for Parkinson’s in 2014.

For more information on the therapeutic yoga at NESCA, please visit  https://nesca-newton.com/yoga/

 

 

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.