Thich Nhat Hahn Breathing

Using aTich Nhat Hahn Breathing...

- Promotes regulation
- Provides an easy to access coping strategy
- Supports awareness

Implementation

Overview

1. Start by breathing in through your nose to the count of 3 and out through your mouth to the count of 3.

- 2. With each inhale and exhale, say the following words to yourself: in…… out….., deep…..slow….., calm …..ease…., smile….release.
- 3. Ask youth to breathe with you while you say the words of the chant out loud.
- 4. Ask youth to share what they noticed what they noticed after repeating the chant and breathing 3 times.
- 5. Explain that, in only a minute they can shift their emotions when they are feeling frustrated, irritable, impatient, or the many other emotions that can hijack us every day .

Core Components

- Practiced and trialed in a regulated state
- Science is explained and shared with the student
- Variety of breathing exercises are shared

Proactive Implementation

- Proactively implementing deep breathing such as Tich Nhat Hahn requires teaching and practicing with students from the beginning of the year or semester. Students need to understand the why of deep breathing and be taught the physicological benefits.

Responsive Implementation

- Responsively implementing deep breathing such as Tich Nhat Hahn typically stems from a need for a student, group, or class needing to improve their ability to self regulate. This should be done responsively by providing time for students to share in the practice and monitor their state.

Connection

If the need is connection then students may complete the breathing exercises as a group/class or even teach the technique to other students.

Skills Training

If the need is skill building then the student may use the breathing before, during, or after specific challenges.

Awareness

If the need is awareness then the student may combine with journaling, a mood meter, or other awareness tool to gauge the state prior and post use.

Emotional Regulation

If the need is regulation then the student may build the breathing technique into a coping menu or regulation break throughout the day.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

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.