Slow counting/Breathing exercises
Slow counting/Breathing exercises
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Using slow counting...
Allows for a no prep option for students to practice emotional regulation
Gives a discrete way to practice emotional regulation and recognize emotional state
Gives an easy to use coping strategy
Implementation
Implementation
Overview
Breathing exercise can fall under the category of mindfulness
They are used either in a group setting or for individuals at selected times.
This may look like a morning session where all students complete a new breathing exercise such as "lazy 8" or "star" breathing
Different types of breathing exercises keep the practice novel for the user and gives them a sense of choice.
A key use of breathing exercises is to use them for regulation.
A slow count to 10 in conjunction with breathing can allow for a focused may of controlling actions and thinking in a clearer lens.
It teaches students how to regulate emotions and recognize when they are feeling the targeted emotion.
The student will count down from 10 or a given number slowly while focusing on calming their mind to process target emotion.
Core Components
Explicit teaching of why counting to 10 can be a beneficial intervention.
Explain what it does to support the brain & body
Allow students the autonomy to use it as needed
Co-author the plan with the student on how to use it
Proactive Implementation
Counting and breathing exercises can be scheduled and explicitly taught to the class as part of mindfulness exercises. This should be consistent and allow for student to trial various exercises.
Responsive Implementation
Responsively using breathing exercises and slow counting requires a knowledge of multiple options within a student's 'toolbox' to use when they feel dysregulated. The students are then allowed to autonomy to use responsively as needed.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may teach various breathing exercises to younger or other students to build understand and create pro social support.
Skills Training
If the need is skill building then the student may be taught new exercises as part of their weekly routine to trial and reflect on. The goal is to expand their toolbox.
Awareness
If the need is awareness then the student may be descriptively prompted to use a breathing exercise by a supervising adult. This could look like an adult calmly stating "I see your fists are clenched and you are breathing heavy, please take a moment and count to 10".
Emotional Regulation
If the need is regulation then the student should build a toolbox of strategies to use to support dysregulation. When the student uses a breathing exercise they may journal about its effectiveness for future use.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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