Relaxation Techniques

Relaxation Techniques

Relaxation techniques are helpful tools for coping with stress while slowing down the body and quieting the mind. Some students experience a range of negative emotional states. Students who find it difficult to control their emotions benefit from alternative strategies to use when they are beginning to get upset. Conventional cues such as “stay calm” or “relax” do not provide enough direction for some students who need to be taught relaxation techniques explicitly.

When?

When we become stressed, our bodies engage in something called the "fight or flight response." The fight or flight response refers to changes that occur in the body when it prepares to either fight or run. When the body is in this state it is difficult to think clearly; relaxation techniques help to decrease stress, allowing the student to refocus.

Students who require support with self-regulation may demonstrate the following behaviours:

• Yelling, screaming, hitting, or kicking

• Behaving in a silly manner

• Shutting down and refusing to comply with requests

• Leaving the classroom without asking

• Frequently requesting to go to the bathroom due to feeling anxious

• Experiencing difficulty with change or transitions

• Experiencing difficulty recovering from upset

How?

Some general strategies to support a student include:

• Allowing the student to color or draw for a short period of time

• Suggesting the student go for a walk, get a drink, or access a quiet space

• Allowing the student to engage in sensory play such as using a sand box, play-doh, or listening to music, etc.

• Directing the student to count to ten

Specific Strategies

Increased relaxation can be developed through a number of techniques deep breathing, calm down spaces, asking for help appropriately, and progressive muscle relaxation.

Belly Breathing

Belly breathing or deep breathing involves teaching the skill of deep breathing to calm emotions. Students learn to take slow, deep breaths, hold the breath, and breathe out slowly. This strategy is appropriate for students who are experiencing feelings of anxiety, frustration, anger, etc. You can adjust the explanation of the technique depending on the developmental stage of the student.

Sample Lesson

Today we are going to learn how to make ourselves feel better when we feel upset just by breathing. We are going to learn a new skill called calm breathing. Taking calming or deep breaths helps settle our feelings and allows us to make good choices. I am going to teach everyone how to breathe deeply.

1. Students rest on your back and place one hand on your tummy.

2. Take a deep breath in through your nose, slowly, and gently. Release it through your mouth while saying “ahhhh”. You should be able to feel your tummy rise and fall.

3. Now breathe slowly in through your nose, and out through your mouth.

4. This time, when you breathe in, I am going to count 2,3,4. Keep breathing in until I stop counting. Hold your breath as I count 2,3,4. Now exhale for 2,3,4.

Note

If your students have trouble with breathing deeply, try having them balance a stuffed animal on their tummy and try to move it just by breathing. This should help them get the feeling for how they should breathe down deeply.

Students may also benefit from using feathers, pinwheels, or bubble wands. When using a pinwheel remind students to take deep breaths, instruct them to hold their breath for 2-3 seconds, then release the breath by blowing the pinwheel.

You can remind your older students that calm breathing is something that can be done without anyone noticing.

For younger children, it is easier for them to understand belly breathing through “smelling the flowers”, then holding their breath, and lastly by blowing out the candles.

• http://www.youtube.com/watch?v=kzRg3vPJ5Fc – this video shows a child (Amber) demonstrating belly breathing

• http://www.youtube.come/watch?v=mZbzDOpyla – this Sesame Street song demonstrates belly breathing and would require further explanation from an adult

• http://www.youtube.com/watch?v=Uxbdx-SeOOo – this cartoon is appropriate for upper elementary

• http://www.youtube.com/watch?v=kgTL5G1ibIo – adult (female) modeling belly breathing laying down and then in a seated position

• www.innerhealthstudio.com/relaxation-scripts-for-children.html (free scripts to guide students in breathing techniques to overcome feelings of stress, fears of the dark, or heightened anxiety during exam time)

• www.anxietybc.org

• Mindshift: An APP available on Itunes/Google Play. It is a portable coach that helps students face challenging situations and take charge of their lives.

Calm Down Space

Students may benefit from accessing a space in the classroom or within the school which provides a quiet, safe area where a student can remain until they are feeling calm. The student should be encouraged to utilize breathing strategies or calming thoughts while there. A calm down space is appropriate for most students and as noted, should be used in conjunction with additional strategies (such as deep breathing). The calm down space can be very basic and may include a limited number of items including a place to sit and visual reminders of breathing strategies or other calming strategies.

The space may include:

• Bean bag chair

• Music (with head phones)

• Books

• Fidgets

• Other items favored by the student

• Headphones to block out noise

• Alternative lighting (if possible)

Sample Lesson Plan

A calm down spot should be introduced to students when students are in a positive mental state and not during a time of stress. It should be an essential part of their daily schedule. You may introduce the space in the following way:

Today, I would like to talk to you about something that might help you when you are feeling sad, angry, frustrated, or when you feel like you need to take a break. It is called a calm down space and anyone can go there when they are feeling like they need some time to themselves. When you use the calm down space, you can practice some of the other things we have talked about like taking deep breaths or thinking positive thoughts. When you feel relaxed, you can come back to your desk. Sometimes, when I see that you might need a few minutes alone, I might remind you that it is there.

It is important that when you see someone using this space, you do not bother them.

Calm down spaces may vary depending on the amount of space available. Some examples are shown below:

Breaks

Students may need instruction on how to appropriately ask for a break from classroom activities or the classroom environment. Initially, the breaks will be teacher directed and scheduled. A visual support may be required at times to support younger students. Without this skill, students may frequently ask to go to the bathroom, fidget in their seat, or become frustrated with the task at hand. All students need to learn that it is ‘okay’ to ask for help or ask for a break. Ensure that some ‘ground rules’ are established around when and what kind of breaks are appropriate.

Once a plan is agreed upon, students may utilize a visual support, such as an ‘I need help card’ or an index card that silently communicates to the teacher that help is needed or that the calm down area has been accessed.

A break card may look like the following:

Apps

• Breathe, Think, & Do with Sesame - free

• Mamaphant and Friends (Teaches deep breathing to kids) - free

• Mindfulness for older students (meditation)

Books, Articles, and Resources

Additional Resources

• http://youtube/WG9ZbnHCM50 (10 minutes) How to Help an Anxious child, Part 3.Relaxation Skills (Instructions for the teacher)

• http://rainbowreach.com/Spaghetti%20Toes.pdf

• https://www.youtube.com/watch?v=Sv56HngtRSU

• http://www.healthiersf.org/resources/pubs/stressRed/StressReductionActivities.pdf (Additional resource containing further information about relaxation strategies)