S.M.Art Kids / Healthy Kids

Where Do I Go From Here?

2013-10-16T13:59:00.002-04:00

Its been several months since I have updated this blog and I felt that I owe my readers an explanation as to why I have been absent.

Not to dwell on a point, but as you know, this past spring/summer, my computer crashed and I lost 95% of my files and images. That amounts to more than 7 years worth of work-children's programs, book drafts, instructional videos, etc. Gone, gone, GONE!

This event subsequently led me to the hard decision to dissolve & downsize some of the projects I was working on. They simply were not viable enough for me to invest many, many more hours in rewriting & replacing all the material and content that was lost.

While my computer was getting an overhaul-and my insides were a wreck-I found out that my former mother in law has advanced bone cancer. My daughter is devastated & I simply 'melted down' as the expression goes. I did not write any more on this blog and I did not set foot in my office for an entire month and a half. I simply could not.

I started to spend more time doing the things I enjoy and the things that were needed: being with & supporting my daughter, cooking, walking in the woods near my home, cleaning out my office, and as I did these things, my head began to clear. Balance returned. I was able to objectively evaluate the past 7 years, and what-if anything-I could have done differently to be more successful in my personal and professional endeavors. (Other than the obvious-having a more reliable system for backing up my files...)

As I re-lived & reviewed, I noticed that each and every obstacle that I faced related back in some way to one thing: a school or camp administrator, manager or other individual making the call on whether or not my programs and services held value. (For those of you who are just joining us, or who don't know, I founded the S.M.Art Kids® programming, which is movement based programming for children with special needs.These programs were designed to support sensory, academic & social, development, but have been relegated (under protest) to being just a summer and after school recreational program at this time.)

While many schools indicated that they liked what I was offering, some passively undermined me, my programs, and then expected me to offer my services for "free"- (an idea that I am not opposed to on some occasions-but I am opposed to offering free services all the time.) Some did not pay me until 6-10 weeks (no exaggeration) after I delivered services. So not only did I suffer emotional distress, but also financial.

On the occasions I did work within (public) schools, while the students were outstanding and receptive, there was a general attitude of dismissive-ness among the staff, to the point where they openly & often interrupted me to correct students I was working with, came in late, texted and played on phones while I was attempting to show them some useful techniques, and then, they left early, and before I they had a chance to truly assimilate the lessons & activities & before I had a chance to get valuable verbal (and non-verbal) feedback from the students.

Then the obvious hit me: This program is not seen as 'valuable' because it doesn't belong. It does not "fit" nor "align" with the (all powerful) Common Core curriculum standards, no matter how I attempted to do that. (and now I am glad it did not fit in with it.) My program was viewed as just one more thing to squeeze into an already busy day & just a random program to stick in place for the benefit of keeping the State happy-for the schools to show that they were "doing something" about bullying, stress, or whatever. My epiphany was validated by some great "off the record" insight from an educator friend of mine and so the "Common Core Meltdown" had begun. The new blog's name intentionally reflects the spirit of the process of an actual Nuclear Core Meltdown.

At first, I thought, as many still do, that "Common Core" was a set of high standards to keep our students engaged and challenged and moving towards excellence. After all, isn't that what we want & what it has been billed as? What is so bad about that?

But then-I began to research its history, its roots and where it came from to begin with. I began asking lots of questions-many left unanswered, such as: Why has there not been any discussion-nor input from parents, educators & students as CC was being created? why are some states so secretive as to whether or not they are implementing it-and why are others banning it altogether? why is my child being told that she is "not allowed" to bring home textbooks any more? Why was she placed in a "remedial" math "support" class when she carries a 79 (High 'C') in math and all A's and 2 High B's in other subjects? Why am I being led to believe that I am "not allowed" to refuse math support? And such questions only seem to lead to other questions.

Over the last 6 months I've researched. I've talked with parents & professionals from all over the country and from all walks of life. I've paid closer attention to my daughter's school assignments. For many reasons, I don't like what I'm hearing, reading & seeing with my own eyes.

This blog is the result of my "meltdown"-designed to not just be an outlet for me, or for others -disgruntled parents & educators, but as an educational resource for parents, educators & students. As a parent, and Independent Educator, I want to pass on what I've learned-and offer you the best of how to TRULY educate, motivate & support your kids in every way-and how to take action to get us back to Common Sense and away from Common Core. This includes public school-ers, home school-ers and private school-ers together. We have our work cut out for us, but in large numbers, we can do it. Not only CAN we do it-we HAVE to do it.

I will be still be addressing topics relating to education, child development, health & learning. Some topics and posts will be researched and pulled from noted sources and others will involve interactive commentary and discussion. Either way, this blog is intended to be an interactive network of students, parents & professionals who want to support our kids in the best way possible. I will do my best to present information from as many reliable resources as possible. I hope you will join us and I welcome your participation, feedback, input, insights and life experiences.

While I always welcome comments and insights from all perspectives, I just ask to keep it respectful. In my actual life, I do not mince words, and I am not a 'politically correct' person by nature: I say things directly & bluntly. You certainly don't have to agree with me and I don't expect you will always agree.

Regardless of personal views, I do NOT condone overtly intimidating or hateful speech and ask that everyone also refrain from hate, excessive cursing & name-calling or you will be banned. The new blog's purpose is to make connections, start the discussions, and motivate us all to take action together. (By the way, Spammers will also be banned.) All comments will be moderated for this reason.

Please understand that I am not bitter and I did not entirely abandon what I was doing before: I am still an educator. Its just that I have identified critical areas of need and I am endeavoring to address them through education in a blog format. "Common Core Meltdown" is not a "Feel Good" blog and nothing that I write there is meant to harm nor offend anyone. My sincere intent is to share information, to open discussion, to educate, to raise awareness and provide tools and resources to spark effective action towards more common sense education practices. (And I'm not against sharing some humor there as well!)

If you would like to submit a relevant resource, article or commentary, please do so by e-mailing me at: bg.bgini@gmail.com

Please help spread the word and Thank you in advance for joining us!

Barbara Gini
Independent Educator
Author
Founder S.M.Art Kids® &
"Common Core Meltdown"

A Funny Thing About Computer Crashes

2013-07-19T11:48:00.000-04:00

PHOTO: sevacall.com

About a month ago, my computer crashed. That is part of why its been so long since my last post. I've been re-grouping.

Computer crashes are a fairly common occurrence, yet one that I have never experienced. I've been in the middle of preparing for a huge workshop, which I rescheduled -(thank you all for being so understanding!) and figured I would just use my hand written notes, my backed up files and Jay's computer for a few days while we got mine back up again. No big deal right?

And then a funny thing happened.

I found that I could not access the remote vault that my files were supposed to be backed up on, (and still cannot access them due to "indefinite maintenance") and I, foolishly, do not have another back up.

I started feeling just a little sick to my stomach as I mentally reviewed just how much work I have done, how much information was stored, and how many book drafts, pictures/videos I've accumulated over the last 5 years.

We attempted to fix the issue ourselves, and even with 6 total hours of tech help via phone from Microsoft, we finally had to take it to be fixed and the hard drive pulled. (That was a week ago-they are still working on it.)

So I received my memory sticks back from the computer guys yesterday-and it does not look good: 6 viruses, (which both Norton and Hitman Pro failed to detect), was the cause of the issue.

The tech guys (who are fantastic by the way) were only able to retrieve, from what I can see, about 10% of what I had on my computer. The remote (Comcast) vault is still under maintenance "indefinitely" so I can't look and see what has been backed up on there.(I have not been able to access it since this happened-so I will never use a remote backup service again.) I'm most upset over the photos and videos of my daughter and family that were lost, (as well as the book drafts), but its my own fault for not being more attentive to how this information was saved.

And as my sweet and wise friend Maria from Spain pointed out:

"Burn your last (memory) bridges and start new ideas afresh . Who on earth has a chance to

reinvent anyway at this stage? And is not your fault. Things happen. For a good reason."

And as another long time friend added: "...and now all those new ideas will reinvigorate your world..."

So, I've sulked enough. I have to keep moving forward. The August 10 workshop in Mt Laurel will continue as scheduled and an updated workshop schedule will be forthcoming. I will base it on the e-book I sen you all, since I no longer have my own workbook draft, that was lost in the crash.

I am pretty much starting over again from scratch. I'm stalled, but I'm not down yet. Please bear with me as I re-group from re-grouping.

Since I have lost all of the articles I was working on for this blog-and my books-I've written some new ones and posted a few of them on the newest addition to BodyLogique Health & Learning: "The Free Range Classroom" (Where Every Moment is a Learning Moment)

So, moving forward, BodyLogique is re-committing to Health & Learning-only in a slightly different manner.

From today on, this blog, "S.M.Art Kid/Healthy Kids", will be completely devoted to physical and sensory literacy, including health education, and activities and resources that support the physical aspects of learning. I see which articles interest you guys-and they are time and time again the ones that discuss physical or sensory activities-so I will focus more on that type of information in this blog.

"The Free Range Classroom" (Where Every Moment is a Learning Moment) will focus more on the way we learn-multiple intelligence, neuroplasticity, social & creative literacy, etc.

The "FoodLogique" blog will be devoted entirely to Food Education & Nutritional Literacy.

And the "BodyLogique Books" blog will deal with language, reading & character literacy and will be the new home of "S.M.Art Stories" Interactive Storytelling Program.

Each blog will have some initial posts uploaded and then regularly, one post a week. In addition, if there is a relevant workshop, conference or training, I will post that information as well.

Why separate blogs? Because learning - education - is a multifaceted process. There are so many avenues to take-and the whole point of it all is to not just impose or absorb facts so we can regurgitate them back onto a test paper or inject into a conversation, but to actually understand and form our own ideas- and then to use our new knowledge, our understanding and our ideas to help make the world a better place, in one way or another, either personally, locally or globally.

There are so many facets to the work I do, as well as to the work you do. Rather than continue to clump it all together, I think each facet needs to be highlighted in its own accord, so that we can better understand how each part relates, fits, supports and works together. I have some new ideas as to how to accomplish this, and will keep you in the loop as they develop. There is so much more to come.

But now, I need some breakfast. A more detailed explanation will be forthcoming.

In the meantime, have a wonderful Friday - and enjoy a "Short and Simple: One of a Kind" post for your weekend.

~Barbara

Do Dolls Influence Girl's Self-Image?

2013-07-03T12:51:00.001-04:00

PHOTO: thestir.cafemom.com

This topic fits in well with the series I am working on that addresses girl's self-esteem.

There has been huge debate over Barbie dolls and whether or not they cause an inferior body image in young girls and I'd like to weigh in on this-pun not intended.

Today I came across the article: Artist Creates Barbie with Average Size Body.

First of all I love both of these dolls, but I do question if we really want to encourage our kids-especially our daughters- to be 'average'? I want my daughter to be anything but average. I want her to stand out and excel. With that being said, I think that we are making too big a deal of the doll's influence over our kids brains, thoughts, emotions and body image. We are in charge of shaping a child's attitudes-not the dolls.

We need to keep in mind first, that this doll does not look like a real woman because its not. Its a doll. A toy. Its not supposed to be real. Its supposed to engage the child in creative play, fantasy & spark the imagination.

Secondly, we need to remember that the doll itself, (nor does any toy), has no intrinsic power to influence anyone at all, but as parents, we do. I think we are focused in the wrong direction and missing a huge teaching opportunity. Although our intentions are good, don't you think we do way more damage by bashing the "skinny" Barbie and trying to push a "normal' Barbie? Who is to say and decide what is "normal' anyway? Is this really about our kids well-being or more about the pressure we feel as parents & educators to do what the rest of the herd is doing? Or is it simply about our own body image insecurities? We need to not only ask these questions, but look for the answers.

Think about this: we have gone out of our way to teach our kids to 'include' and 'accept' others as they are...we've ended the 'R' word and put people first; we've raised awareness, and research money for every possible physical defect & learning disability; we've embraced cultural diversity; we've recognized 'bullying' as a National Epidemic and have 'anti-bullying' programs to address it.

Then what do we turn around and do? We judge, bash & essentially bully 'Skinny Barbie' for being 'too thin', 'not normal' and 'imperfect'. Has anyone wondered how confusing a message this must be to kids who have been taught that making fun of someone's appearance is bad?

In our efforts to make a perfectly diverse, safe and politically correct world for our kids, we forget that our own words, attitudes, expectations and most importantly our behavior teaches and influences children & youth more than any inanimate object ever will.

What I'm saying is don't let your own fears project into your child's head, and put a "bad body image" thought there in the first place, where it probably was not until you brought it up. This is a 54 year old toy we are talking about. Girls have played with this toy for decades-and there has been no evidence of any psychological damage because of it. This is an irrational fear that has been placed in us, (because we all want to be good parents) and we need to recognize and overcome it. Give your kids, and your own parenting some credit and stop giving inanimate objects so much power over your child and over your parenting decisions.

The best thing we can do to inoculate our children against poor self-esteem, bad body image, etc. is be there for them-observe them, talk with them, engage with & play with them, and most importantly listen to them. Teach them how to think for themselves, and don't put limiting thoughts into their heads, even if its a fear or concern we have. Teach them how to adapt & overcome outdated paradigms and to see things for what they really are-in this case, a doll.

If you question whether or not this doll (or any toy) is appropriate, then play with your child-use the doll-in-question as a tool- create scenarios in which problems are solved, good values are instilled, and health, acceptance, inclusion, and diversity is embraced. But don't fall into the trap of using a doll-or any toy-as an excuse to perpetuate exclusion based on appearance, just because there is a trend and push for it. By doing this we are reinforcing exactly what we don't want and in addition, teaching children how to conform to a particular way of thinking instead of thinking for themselves. Kids notice when we contradict ourselves, and how on earth can they trust and listen to the advice of someone who sends conflicting messages?

If you truly feel that this Barbie is damaging to your child's self-image, then why not, instead of insisting they re-design Barbie to look 'real', insist instead that toy companies make dolls of all different shapes and sizes and then ensure your child has one of each? I think this would be a more healthy way to model ways to celebrate all girls-skinny, curvy, and in between, exactly as they are.

I would like to hear from you-especially any licensed psychologists: how do you feel about this issue of body image? Do you think dolls & toys in general have any influence on girl's self-image? Additionally, if you know of any studies that definitively prove that dolls lead to body image problems, please include a link along with your comments below!

Contact: bodylogique@yahoo.com

Read our online newspaper, "Inspire Educator's Daily" here!

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YUCK! A School Lunch Expose

2013-06-21T10:22:00.000-04:00

IMAGE: https://www.facebook.com/yuckmovie

I've been working food education into my movement and stress management programs for years, but I want you to remember the name: "Zachary Maxwell" (Pictured at left). This kid is taking food education to the next level!

Zachary, an 11 year old fourth-grader at a New York City public school, embarked on a secret six-month mission to expose the yucky truth of school lunches. Using hidden cameras, this creatively brilliant young filmmaker documented dozens of lunches he and his classmates were served at school. During his investigation, he compared the descriptions on the lunch menus with secretly recorded videos of what was actually being served in the cafeteria.

“It sounded like it was coming from the finest restaurant, but what we were actually getting served, it wasn’t too good,” Zachary said in an ABC news interview.

So, with the support of and a little help from his dad, Zachary put together the documentary: “Yuck: A 4th Grader’s Documentary About School Lunch”. Zachary's film is being presented at the Manhattan Film Festival today.

Its interesting to note that starting in September, NYC Public School students will face detention and/or suspension for making video and audio recordings without permission.Some feel this is a sad civics lesson for kids: government gets caught and responds with abridgment of First Amendment rights.

Some note that if the problem had not been there in the first place, this film would not have been made. Maybe administrations should focus more energy on fixing of the problem - inadequate food sources - rather than blaming students for standing up, speaking out & pointing to the problem.

My prediction is that we are going to see more and more students taking on projects like this, and speaking out and changing not only the way school lunches are served, but also other inadequate, ineffective and unfair policies.

See Zachar'y interview here

YUCK Facebook Page

See the Movie Trailer here

YUCK! About The Movie

NY Public Schools Ban Unauthorized Videos (and E-Cigarettes)

Related Articles:

The Unappetizing Politics of School Lunches

School Food Revolution

Salad Bars in Schools

Contact: bodylogique@yahoo.com

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Using Your Words: Sign Language & Communication

2013-06-19T10:04:00.000-04:00

Image: harriscomm.com

Communication is a personal and unique thing. There are so many subtleties that occur during a social exchange, and I am all for anything that facilitates the process.

It has been a long-held, common belief that if you teach a child sign and spoken language at the same time it confuses them. I have always disagreed, but I just didn't have the right letters after my name for anyone to take me seriously.

Now, there is some recent research that shows sign language can actually ENHANCE a child’s acquisition of spoken language...

This article has recently been moved to the BodyLogique Books Blog. To read the rest of it in its entirety including relevant links, please visit BodyLogiqueBooks.com

Slightly off the topic but still relevant:

An excellent and enlightening book on the topic of external motivators is:
Punished by Rewards : The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes , by Alfie Kohn. A MUST read for every parent & educator!

Contact: bodylogique@yahoo.com

Now its Personal: Get Angry & Change the World

2013-06-17T12:33:00.002-04:00

Image: oneteachersperspective.blogspot.com

I started this blog as a way to communicate, educate, motivate, inform-and sometimes entertain, with insights into Mind-Body Health and education. My message has always focussed around the integrative & positive approaches, and today I am taking a much different position because I feel that I am not effectively doing my job as an educator if I continue on the "Keep Calm & Do Yoga" path.

While mind-body techniques and positive thinking absolutely has its place, in reality, it would be much more truthful and accurate to say that my intrinsic nature has always been more in alignment with, "Get Angry & Change the World".

In the last few weeks, through several eye-opening events, (personal, domestic and international) much self-reflection, a few glasses of Sangria, (and yes, of course, meditation) I have finally gotten back in touch with my "Inner Bitch" and I think she may have saved me from a life of misdirection and a false sense of complacency.

So today, I am proudly coming out as my angry, ninja self. But I am not going to spew a bunch of hate. No-that is NOT what I am about; anger needs to be directed in a controlled, logical manner in order to be of any use to us. Rather I am going to present to you my insights. You are welcome to share them, or not, and if you don't agree, that is fine too. My goal is still and will always be, to communicate, educate, motivate inform and entertain, because real education is a dialog-a sharing of ideas-not an imposing of thoughts or agendas.

These are scary times we are living in. There are many challenges and changes going on all around us and you would have to be living under a rock to not see it. But regardless of your personal views, beliefs or understanding, you have to know something is RADICALLY wrong with our education system, when you see these headlines:

7-year old Pop-Tart gun offender loses first appeal.

14-Year-Old Refuses To Remove NRA T-Shirt, Faces 1 Year In Jail

School Confiscates Cupcakes Decorated with Toy Soldiers

Girl’s bubble gun center of ‘terrorist threat’ at Pennsylvania Elementary School

3 Year Old Deaf child's sign language name looks too much like gun

Teacher's Resignation Letter: " My profession no longer Exists"

I used to inwardly laugh at the ridiculousness and insanity of these types of situations, but its happening more and more and with more aggression aimed towards younger kids. I have seen a much bigger-(and NOT funny)- picture emerge. Everyone reading this blog should be taking it seriously too, because its not funny or ridiculous anymore. Its gone beyond that. Now its personal.

Recently, my step daughter's high school cosmetology class was (illegally) searched by the vice principal, who burst into the room and vindictively asked them one morning, "Do you like dogs? Because I do!" He came in to search not only lockers, but also girl's purses and bags. With 2 armed officers and dogs. (By the way, I do not live in an inner city-I live near Perkasie, PA.) These girls had NO IDEA they could refuse or ask a parent be present before consenting to having their personal property searched. They were not told what the "reasonable suspicion" was, and were not informed they would be subject to a search nor what they were even looking for. They had no idea they could even ask these questions. They were intimidated by 3 men, two of them armed, and two K9 Officers. (If your boss came into your place of work in this manner, you would be intimidated too.)

The 'search' abruptly ended when the vice principal, found a squarish shaped plastic container in one girl's bag, and triumphantly requested it be opened. The girl gladly complied and dumped several tampons, feminine wipes and condoms out onto the desk. He turned pale, (as one officer stifled his laughter) and quickly exited the room-dogs, officers and all. (No further commentary needed on this one.)

Last week, my 13 year old daughter was harassed by a female teacher, for her t-shirt being "too low cut". (I assure you-it was not. she was not violating any school dress codes and she was dressed very conservatively in a crew neck t-shirt with no decoration on it. I look at how she is dressed every day, right down to earrings, makeup and footwear before she walks out the door.) My daughter is healthy, muscular and "built like a brick house" as the saying goes, and apparently that makes people- uncomfortable. (As if she has any control over her genetics.)

The teacher did this in front of other students, commenting to another teacher who proceeded to pull up her shirt by the shoulders as to "cover up" more of her chest area. My daughter was beyond stunned and mortified - (as if a teenage girl needs to feel any more self-conscious about her growing body). She has been taught to respect teachers and didn't know that she could back away and that teachers are not supposed to actually touch her. However, the teacher knew that.

I told her that if it happens again, to push/slap this teacher's hands away and say loudly "don't touch me!" and then go directly to the office and call me. I don't want her to have to do that. I don't want to have to tell her to do that, but I will. Its awful and nauseating that anyone should feel the need to instruct kids how to protect themselves from the people who they have to spend 7 hours a day, 5 days a week with and take instruction from for 9-10 months out of the year. (Homeschooling was discussed-the younger one won't let me as she wants to be with her friends. The older one has no problem speaking up, now that she knows she can, and will be a senior next year.)

I have always been and am usually supportive, defending of and helpful to educators-but NOT when I see them routinely falling into this pattern of compliance-of allowing kids to be intimidated-and actually assisting with the process. If my child is breaking a rule, it is MY job, and mine alone to handle it, correct it and discipline her. Period. This is not negotiable and teachers need to speak up and push back by refusing to deal with these issues themselves and referring discipline issues & remedies back to where they belong-with a parent or guardian, in the home.

These ridiculous headlines above and the equally ridiculous policies and the events that inspired them, are not about education nor about what is best for our kids.They are showing us and warning us of a frightening trend, that rewards compliance over free thinking.

Grab a yoga mat or a glass of Sangria and really contemplate that for a minute.

Education needs to begin in the home. It starts with educating our kids on what is means to live and learn here, and what their rights are as a citizen and a student. It needs to include logical & critical thinking, problem solving, self-respect, respecting others, how to make good decisions (based in fact, not emotion) and how to speak up and how to protect oneself against others who aggressively attempt to infringe on their thoughts, beliefs and liberties, and who try and make them feel guilty by acting "offended" at everything. We need to teach our kids to be respectful-but to themselves first. We are not teaching that, we are discouraging it.

Somewhere along the line we forgot that part. We forgot to teach them how to think critically, and how and when to put on their big panties and deal with people, teachers and 'stuff' without crying "bully" or "unfair" or expecting someone to give them a sticker, a trophy, a medal, or an "A" for just showing up.

So, my question is: what will it take for parents, educators and administrators to push back against the current trend, the indoctrination psychotic policies, and erosion of rights being imposed onto our kids, especially, it seems, our sons?

We have seen the kids already begin to push back-in the very wrong way, and we need to not wait to fix the problems after the fact and after they become unfixable - but prevent them before they happen. We can do that by showing kids with our actions, that we will be ever vigilant and do everything in our power to protect them, their lives, their liberties and their personal pursuits of happiness.

This takes on a doubly important meaning in the context of children with special needs-non-verbal children in particular-the most vulnerable of us all. I am now entirely convinced that ABA 'therapy'- (applied behavioral analysis) which insurance companies will now pay for- (in fact the ONLY kind of autism therapy that is paid for by insurance) is just another attempt to make kids more compliant and weak.(If you doubt me, look up "behaviorism", (what ABA is based on) Watson, and Skinner, (who came up with this theory in the early 1900's) and tell me that it doesn't strip every last bit of 'humanity', hint of 'choice' and shred of 'self-control' from humans?)

We can choose to ignore it all but its not getting any better by pretending its not happening. We can complain, Tweet and blog about it, but that is not causing anything to really change. We could also stand around and blame guns, video games, ADHD, teachers, Monsanto, lack of religion or absent mothers/fathers all we want, but we know that these are NOT the only nor the real root cause, they are only contributing factors.

Our kids are looking-waiting for someone to teach them things that matter, someone who looks out for them and advocates for them and who teaches them to advocate for themselves. Someone who really loves them. Buying things for them is not love. Making excuses for them is not love. Letting them just have things (like trophies, karate belts or diplomas) for participating without working for and earning them is not love. Making ridiculous policies that constrict them more and more is not loving nor protecting them. Saying "I love You" is a start, but showing them HOW you love them by teaching them how to think; acting on injustice; ensuring their rights (human and constitutional) are protected; unconditionally supporting their social & emotional well being, speaks even louder. This includes parents and teachers.

Many teachers feel that they are at the mercy of policies that don't work, and I agree with them. They are the ones in the classrooms, working with our kids and they need to be the ones calling the shots in education, not following some stupid, ineffective 'politically correct' government policy for fear of losing their job.

The more we stand by and allow ourselves, our kids, our schools, our teachers and our students to be systematically taken advantage of, intimidated, bullied, traumatized, lied to, censored and silenced by government and school administrations acting as agents of the government, in the name of "safety" and/or "education", the more our kids (and we all) lose. These policies have made the student mistrust the teachers, the teachers mistrust the parents and vice versa. A scared child who cannot trust the adults around him, does not learn anything but how to survive, and a scared teacher cannot teach anything useful. The more scared we all are and the more kids see us stand by and not act, the more they will feel a need to take matters into their own hands and 'survive' in the wrong way. This only puts everyone involved, at odds with each other and in danger.

Image: hideyourarms.com

Is this what we want?

Related Links:

Zero Tolerance Policies are Psychotic

One Teacher's Perspective (Blog)

John Taylor Gatto: Challenging the Myths of Modern Schooling

Contact: bodylogique@yahoo.com

Empathy Helps Build Awareness of Self & Others

2013-06-06T14:15:00.003-04:00

Photo: Duke.edu

Empathy is greatly misunderstood quality, especially for children with special needs, so in today's post I will offer some definition, insights and resources for parents & educators.

Empathy has a several definitions which encompasses a variety of nuances: caring for other people and having a desire to help them, to experiencing emotions that match another person's emotions; to knowing what another person is thinking or feeling, to blurring that divider line between one's self and others.

In general, empathy has two major aspects or categories:

Cognitive Empathy: (Also Known as Theory of Mind) refers to the drive to identify another's mental states.
Emotional (Affective) Empathy: pertains to being affected by another's emotional state & the desire to respond with an appropriate emotion as well as our general ability to empathize emotionally

In either case, empathy builds on our capacity to recognize emotions that are being experienced by another person and is a quality that is well worth developing in ourselves as well as in our children. By the age of two, children are just beginning to learn empathy but it does not start to really emerge until about age 4. Then, between ages 7-12 children seem to be naturally empathetic with people who are experiencing pain.

Empathic responses are usually not typical in people with autism, and for those with particular personality disorders such as borderline personality disorder, psychopathy, narcissistic personality disorder, and schizoid personality disorder, in addition to people with conduct disorder or bipolar disorder, and those experiencing depersonalization. (The subject of empathy on the autism spectrum is complex and research is continuing ion this area of neuroscience..)

One of the ways we can help teach empathy systematically is through the Learning by Teaching (LbT) method. Students have to prepare and present new content to their classmates, and in doing so they have to reflect continuously on the mental processes of the other students in the classroom.

The students are not only expected to convey a certain topic or content, but also to choose their own methods and approaches in teaching classmates that subject.

Through this process, the students develop a feeling for group reactions, networking and other important communication skills..

I recently came across a perfect description & summary of what empathy can do for us:

"In our highly polarized and competitive world, one person’s win is often another’s loss. One team’s, one party’s, one whatever’s excitement is sometimes disappointment for another.But it doesn’t have to be this way. There is a way that everyone can win, without anyone giving up their values. It’s called empathy. The beautiful thing about empathy is that you can feel another person's pain as if its your own and this empathy brings compassion, but you don’t have to save them or solve their problem. You can understand another person’s perspective without giving up your own. You can respect another person’s opinion without agreeing with them."

~Ian Lawton, Soul Seeds

Something I teach my daughter and my students is this: Just as you are capable of feeling another's pain & dissapointment, you can also feel their happiness, joy and success, if you choose to. Empathy is not merely a topic for "Character Ed" class, but a lense through which we can view and interact with the world and the people in it, in classrooms, at home and beyond.

Read Ian Lawton's entire post here:

Unity's Win, Win, Win

Learn more about the Learning by Teaching (LbT) Method here:

Investigating Learning by Teaching

Learning by Teaching: The Goal is Independence

Qualitative Reasoning techniques to support Learning by Teaching:
The Teachable Agents Project

Learning by Teaching as a Pedagogical Approach

Learn more about teaching Empathy here:

How Children Learn Empathy

How Do You Teach Empathy? Harvard Pilots Game Simulation

Teaching Empathy to Children with Autism

Strategies for developing Empathy

Boston Children's Foundation

Theory of Mind

3 Empathy Building Exercises for Home & Work

Negative Effects of Social Support & Empathy

To contact Barbara or to report a broken link: bodylogique@yahoo.com

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TEST POST

2013-06-01T19:54:00.000-04:00

To all my subscribers: I've been having some difficulties with my computer-so this is just a test post! Hope to be back online soon!

Thanks!

Barbara

http://www.pchelpsoft.com/data-recovery/?t=recover-lost-files&gclid=CNO89cr287cCFQmf4AodGwsAIw

"I'm Offended": The Tragedy of Comedy

2013-05-29T16:34:00.002-04:00

Photo: pelicandebrief.com

This is one of my longer posts, but the time has come for me to say what I have been observing, thinking & feeling for quite a while. I’ve just recently seen an opportunity to address it, motivated by a post I saw on a social site last week:

"Most comedy is based on getting a laugh at somebody else's expense and I find that's just a form of bullying. I want to be an example that you can be funny and be kind and make people laugh without hurting somebody else's feelings." ~Ellen Degeneres

It has been re-posted more than 150 times. Obviously, and for a number of reasons that are personal to each of us, bullying is an issue that we feel passionate about.

I have always loved Ellen Degeneres, and have respect for her and her work with the many charities that she supports. I have always perceived her to be an intelligent, kind and funny woman. I am curious to see how she will pull this one off, but I have to tell you that I don't agree with her and think that she should not change a single thing about her comedy.

What I personally love about Ellen is that she comes across as such a genuine, warm, compassionate person.She has made a living through her insights and humor. She has empowered, uplifted and educated people for many years THROUGH her humor-not in spite of it. I find her declaration that humor is the same as bullying, off the mark and wonder if she is not also giving in to manipulation & pressure? I feel as though she too has been ‘bullied’ into a position where she can no longer feel comfortable doing what she does best: making us laugh at our common, uncommon, and very human flaws.

While I admire Ellen's sensitivity to the feelings of others, I think that people who become offended at a comedian's jokes are reacting from a wounded sense of self-comfort and self-esteem - and their wounds are not about others or bullying at all. They are about themselves.

The very reason that something is a comedy is because it points out and exposes the flaws & absurdity of persons, characteristics or situations. We do this dozens of times a day, whether out loud or in our own heads; whether professional comedians or not. Comedy-humor- is a coping technique - a survival mechanism-and the way we celebrate and observe in a non-threatening way, our flaws, our differences, our similarities, and make more sense of an increasingly volatile (and apparently cranky) world.

While I don't think anyone should ever be purposefully cruel, or hurtful, I DO think we need to grow a backbone, stop looking for excuses for who we are and are not, and understand that humor is NOT the same as bullying. By equating the two, we have not only declared that NOTHING at all is funny, but we have also watered down actual & serious aggression & bullying, and have further strained human interaction by making people feel as if they cannot joke with each other for fear of offending someone. Is this the kind of dry, tense world we really want to live in?

There has been an over-focus on bullying, for too long, and for the wrong reasons. Yes, we have a "respect" problem in general - we have for hundreds of years, and on many levels we are still fighting bias & prejudice. But by paying the wrong kind of attention to the problem, we have simultaneously undermined its significance and made it more prevalent. By over-focusing on it in the wrong way, we have taught children that bullying is the worst of tragedies. We are unintentionally encouraging kids to over-identify with being a "victim" and as awful and painful as it is in extreme cases, in general, I can think of about half a dozen things that are worse than being "picked on" or someone making jokes about me at my own expense.

One of my yoga teachers taught me that when you pay too much attention to something you give it more power. I have found that to be true over and over again in my personal and professional life, and in this case as well.

I see well-meaning organizations giving out medals and other goodies to "victims", in effect, rewarding them for getting picked on. What behaviors and characteristics are we trying to encourage here? Instead of actively giving kids - both victims and aggressors- the specific (and individualized) tools they need to go about developing themselves as better people, we are encouraging them to remain in and fill those "character roles" of victim or an aggressor. We are not giving children any other "character" options- or any functional and realistic coping or self-empowerment strategies, nor teaching them about respecting themselves as well as each other. By over-reacting by trying to remove & censor everyday language and normal human behaviors of the people around us, most of which are quite innocent and benign, and by comparing something as natural as breathing (comedy) to bullying, we have re-enforced the wrong message-the opposite one than what was intended.

In my many years of working with people of all kinds, I have observed that there are really only two emotions: Fear and Love. Being offended stems from fear, and is a learned response. Kids learn and mimic "offended" behavior very quickly by observing the adults in their lives. Declaring that you are offended is one of the most selfish & manipulative statements one can make. Its designed to silence and impose guilt as it elicits sympathy. It gives you a wound to show everyone and implies that now you are entitled to rights and privileges that the 'offender' is not. It also illustrates an inability to control emotions & responses to other people and it comes with the full expectation that everyone else is expected to control theirs. Being offended is a response that harms relationships and prevents us from learning, as it weakens everyone involved. In fact, I will go so far as to say that the phrase "I'm Offended" is really its own special form of bullying.

Comedy, when observed with a mature ego, a healthy attitude and an open mind, can gently guide us to really take a hard look at ourselves and others and accept, work with (and even embrace) all characteristics- the good, the bad and the ugly. (Or, it can cause us to whine that we are 'offended' so others feel bad for being “so mean”.) We need to guide our kids through this process of finding more healthy ways to respond to joking, bullying, and just plain, ignorant people.

There was a commenter under the post who said: "... I much prefer self-deprecating humor or jokes about the powerful, to the more "bullying" type of comedy making fun of the little guy..."

Why are jokes about the "Powerful" OK? What defines a "Powerful" target from a "little guy"? Why the double standard? And why would any grown person think that self-deprecation okay? Is that really what we want to teach our kids? Children cannot learn to be kind to others if they are taught to be unkind to themselves.In fact, being unkind to oneself is the ultimate form of bullying. We can't have it both ways-either we don't make (potentially offensive) jokes about anyone at all-including ourselves, because it is bullying...OR we INCLUDE everyone in on the joking, stop being offended, laugh along WITH each other and learn something positive in the process.

Another commenter noted: I love the sentiment..til I remember that on one of her shows she spent a very long time showing humiliating photos of unsuspecting studio guests, that had been found on Social Networks..."

Yes. I remember that-and the crazy prom photos- and have seen Ellen take on the 1 Million Mom's when they wanted her removed as the JC Penny Spokesperson...and her recent "Fitch PLEEZE!!" response to Abercrombie & Fitch deciding to not sell clothes bigger than a size 10. All of it was funny - and spot on! It would only be offensive to those who those who were not acting right or not so sure of themselves in the first place.

Anyone who feels offended because of their own flaws does so due to their own filter and not necessarily because of something Ellen, or anyone else said or did. How can Ellen, or anyone else continue to serve as a positive role model for youth and truly embrace and be themselves if we feel so pressured to change the methods (music, art, comedy) we use to express ourselves for fear of offending?

Instead of constantly censoring, we should instead be teaching our children, and youth, characteristics of empowerment & respect - beginning with SELF: self-respect, self-reliance self-control, (especially of our emotions) and self-actualization, rather than teaching them to look for and focus on somebody else's 'bullying ' and/or joke-telling behavior. When we are truly comfortable with who and how we are, we no longer care what other people say, think or make jokes about and we certainly don't expect others to change and adapt to our own level of dis-comfort. This starts in childhood and needs to be facilitated appropriately.

We do ourselves and everyone around us a huge dis-service by over reacting to issues that are NOT really issues, and by addressing a perceived problem by changing who we already are. We need to stop allowing ourselves to be pressured and 'bullied', into modifying our speech and actions only to empower those who need to manipulate. This does not encourage acceptance, inclusion nor diversity, but only serves to divide us, even if it is a division within ourselves. This is a terrible lesson to teach kids & teens and an unfair burden to place on mature adults.

We will never entirely stop those individuals who feel the need to harass, torment & intimidate others. By being forever "offended" by people, songs, words, differences, etc. we weaken ourselves, our relationships and our support systems. By backing down and changing OUR (non-aggressive) behavior and acting in a manner that is not in alignment with who we really are, only for the sake of political correctness, we give aggressive, manipulative people more power over us than they deserve.

Let's teach our kids how to be truly powerful by not enabling them to actively create more fake crisis & manufactured tragedy in their own lives. Let’s embrace comedy as a universal language-laugh at AND with each other, and come to a better understanding of who we really are and who we want to be. Let's stop the current tragedy of over-identification before it gets worse.

I welcome your comments and observations below.

~Barbara

Contact: bodylogique@yahoo.com

"I'm Not Sleepy" and Other Bedtime Stories

2013-05-23T00:05:00.000-04:00

Photo: theguardian.co.uk

Today I came across this question on a social network:

"Can anyone offer any advice on how to handle a 3 year old who screams bloody murder every night before bed?"

I'm approached for bedtime tips fairly often, so today, I thought I would share an expanded version of my response:

Without having a good sense of what a typical routine is before bed-and how many people are in the house, etc., and speaking in general terms, it would be helpful to first pinpoint & find out why is she is screaming. Is she afraid of the dark? Does not want to be alone? Is it a stressful time of day? Or maybe her day was too full-at school or daycare all day and needs some mommy/daddy time.

I find that a simple, un-rushed but regular routine helps to prepare kids for bedtime and helps them wind down. This could include a bath, laying out clothes for the next day and then a story, (one story only!) Don't be afraid of simple structure here-it helps kids feel supported and safe-event though they may test you and rebel every so often. Consistency and patience are key.

Some other quick bedtime activity alternatives are:

doing a simple coloring activity (for 3 year olds, simple geometric shapes, rainbows or animals are just fine!)
a brief, gentle massage (hands and feet or scalp usually work well.)
a small snack with some protein-chicken, cheese stick, yogurt, nut butter, etc. and a few slices of vegetables or fruit
brushing/combing teeth and hair
preparing lunch or snack for the next day

In addition, the following important details should be noted:

give a "heads up" 5 minute warning-and use a timer. Do not cave and do not prolong this. Do not let them keep adding 5 more minutes- as it creates bad habits and a distorted sense of time down the road.(Allowing children to prolong bedtime like this also teaches them to not respect boundaries and they will expect you to do this all the time. Don't let this become a pattern or it will be impossible to break!)
shut down TV and electronics at least 30 minutes before bed so the senses/brain can also calm down. TV & other electronics stimulate the areas of the brain that control our stress response-(Fight or Flight) and the brain/body needs time to regulate and shift to low gear after the adrenalin rush
night lights are sensed by the eyes even while asleep and do not allow the brain/body to rest completely. Its best to not use them or at least be sure they are as dim as possible and not shining directly in the child's face.
I discourage TV's and computers in bedrooms for the same reason. Remove them or unplug and cover them during bed/nap time.
quiet, slow tempo (instrumental) music played on very low volume is OK and may help signal to the brain that its time for sleep
furry family members (pets) should be moved out of the room so the room "quiets" down
toys and clothes should be put away so that the room is "quiet" when bedtime comes. \
follow through with consequences. If you have to ask several times to put toys away and go brush their teeth and your child continues to play, there should be a meaningful consequence, such as not reading a story because there is no time for one.
A visual schedule is also helpful and is simple to make. Take photos of each step in the bedtime routine-(bath, brush teeth, comb hair, lay out clothes, story, lights out, etc.) and place each on a wall chart in order, or in a small photo album. When its time to do bedtime activities, lead your child though each picture-step. The next-to last step should be a brief but fun activity-(keeps them motivated to complete the other steps) and then "Lights Out" tells them its time for sleep.

It may take a few tries for the new routine to catch on, and they kids might test you. Be patient and stay calm. They will soon understand and be doing it on their own.

A word of caution though-experts say that it is also not good to over-help your child get to sleep. This is a skill they need to learn for themselves. Bedtime should not become a circus but rather a time to wind down and prepare for restful sleep. Over-helping creates a situation where the child becomes over dependent on the help and cannot develop the skills he needs to settle himself down and go to sleep at all. Read More : The Wide Awake Club

Also see:

Helping Your Child Sleep Well

Taming Your Toddler

For more simple ideas on keeping kids calm, learn more about Barbara's Book, Calm & Connected !

Other Great Bedtime Books:

Bedtime is Cancelled

When the Moon Forgot

Sleep Like a Tiger

The Dream Keeper

Mama, I Can't Sleep

The Dot

Good Night Moon

Contact: bodylogique@yahoo.com

Smart Kids in the Kitchen

2013-05-17T13:53:00.000-04:00

Today is Food Revolution Day!

Food Revolution Day is the culmination of Jamie Oliver's campaign to help people understand the connection between food & health.
Communities across the country and across the world will celebrate the beautiful diversity of fresh food today, sharing cooking skills, understanding healthy eating habits and, of course, eating healthy & delicious food!
How are you helping support food education & cooking skills for children's & teen health?

BodyLogique® has begun the Kid's Canteen as a new adventure in Health & Learning - Our short video features are called S.M.Art Kids in the Kitchen! (Watch our website & blog for details) Meanwhile, enjoy this preview below:

Related Articles:

Just Food.org

Chef by Step: The World's Easiest Cookbook

Whole Kids Foundation

Real Food-Real Kids

5 Ways to Get Kids to Eat More Vegetables

Spring Training!

2013-05-15T09:10:00.003-04:00

Photo: allmyfaves.com

I've been slowing down on blog posts recently because I am working on some other time-consuming (but worth it) projects!

Our main website now has a new home: www.bodylogique.com

Some links and features are not live yet, but I hope to have it completed over the weekend. Our updated (and full) training schedule will be up as well-we have a great lineup for you through the end of 2013!

In addition, The S.M.Art Kids® Adaptive Yoga Facilitator's Training- Spring Session has begun! If you have not signed up-or are undecided- please join us on this Evening's Conference Call. There is no charge for the call, but you must register at this link to participate.

This Evening's Conference Call Meeting Topic:

S.M.Art Kid® Facilitator's Training: Spring (Blended/Hybrid) Session Introduction to teacher's training program

This 20-30 minute call will focus on to introducing ourselves & the instructional materials to Spring Session, S.M.Art Kids® Facilitator's Training (Both Blended/Hybrid and Distance programs).

I will answer your questions regarding the schedule, materials, and/or certificate requirements, or anything else you would like to know.

Even though the call is directed for new Spring Session registrants, all others are welcome to participate whether currently enrolled in the program or not so please feel free to invite guests to join us on this call!

There is no charge for this session, but you must register! If you have not gone to the link and registered, please before 6 PM!

For more details, visit our BodyLogique Facebook Events Page (and give our BodyLogique Page a "Like" if you would be so kind!)

For questions, please e-mail Barbara: bodylogique@yahoo.com

I look forward to training with you!

Barbara Gini

Founder,

BodyLogique Health & Learning

S.M.Art Kids® Adaptive Yoga

To find our growing library of

Webinars and Conference Call recordings

visit AnyMeeting

With Gratitude: Teacher Appreciation Week

2013-05-08T14:00:00.000-04:00

Photo: Camden Catholic High School
Yearbook - ©1983

This is teacher appreciation week and I have been lucky enough to have so many wonderful teachers in my life who I would love to thank:

Ms. Dietenback, (K) Mrs. Mayer (1st)- Mrs. McCloy (2nd) - Mrs Murray (3rd)- Miss Drew (4th) - Mrs Whitworth (5th) - Miss Cavenaugh (6th)- Mr Lake (7th) - [ Apologies to my 8th Grade Teacher-I am drawing a blank!]

There have been so many others as well-art and music teachers as well as sport coaches - but I thought today it would be fitting to tell you about a teacher who has educated, supported & influenced me the most on so many levels-personally, professionally and spiritually.

That person is Sr. Mary Philomena Gini. (But I usually just call her "Aunt Ellie." )

In June, she will be retiring from 40 years at Camden Catholic High School (Cherry Hill, NJ), but she has touched so many students and families in the nearly 20 years prior to that, not only as an educator, but also as a registrar, guidance counselor, as my paternal aunt, and as a Sister of Mercy.

In September, this amazing woman will also be honored for her sixty years of service to the Sisters of Mercy. As one of my former classmates wrote, " I can barely commit to what I'm having for lunch-let alone 60 years to one mission!". I concur with his sentiment!

Camden Catholic was founded by the Sisters of Mercy in Camden in 1887, making it 125 years old-the oldest Catholic School in South Jersey. My aunt has been *volunteering in the guidance department all these years, and is the last Sister out of a 125 year tradition to serve there.

*(That is right-volunteering. Sisters do not get personal financial compensation for their work-their paychecks go to support the community of sisters and each Sister receives a monthly allowance.)

As a teenager, (and a student of Camden Catholic) it seemed as if I couldn't get away from her watchful eye-and believe me, I tried! She used to tell me that I was closest she would ever have to a daughter-and so I was stuck with her-and she meant it. It was amazing that every formal dance I went to, (about 8 of them between my class's events & those of my then, boyfriend's who was a year ahead of me) the chaperon's table was always the one RIGHT next to whatever one I was seated at! In front of my friends I would express angst & irritation, But what I never told anyone is that it also made me feel like someone sincerely cared about me & was really looking out for me. She wanted to be involved in my life and this was her way of doing that.

My aunt is a 5 foot tall delicate balance of loving compassion and dynamic kick-ass. You never have to guess or wonder where you stand with her, she says exactly what is on her mind. She laughs as easily as she expresses displeasure. Nuns have a legendary reputation for getting wicked with rulers, but not my aunt. One look of disapproval from her is enough. She expected the best from us-especially me-but was also patient when we-and I- fell short of those high expectations.

Her office was always crowded-and still is-with mostly football and basketball players-people just saying hello, people with something to share and people with heavy hearts. Her office was a sanctuary-a safe haven where you shared news, supported each other through rough spots and got told what you were doing right as well as what you were doing wrong. I watched her for four years, as she embraced each one of us as one of her own, and I took mental notes on how to really support people-even those who are irritating you at the moment. She has a gift-does not have any children, yet has keen insight into what a child or teen needs at any given moment, and has shown me, by her example, how to still love someone even if you don't like what they have said/done.

She never pushed religion on me-but always set a good example and answered my questions when they would come up. I think she was secretly hoping that some 'good' would rub off on me when I would spend Saturdays with her at the convent with ALL of the nuns. One of my fondest memories of high school was the environment of Peace and tranquility there among the Sisters-and although I never had a desire to enter a religious order, those early, pleasant experiences helped to shape my understanding of spirituality, inner peace-how to live simply-taking only what you need and how to focus on and stay in the moment.

My aunt was also the first one who I went to, at 18 and in my first year of college, when I found out I was pregnant. I made some bad choices-(and some good ones) and had many challenges - some self-imposed and some not- to overcome, and no matter how long I have gone in between phone calls, she always has a smile in her voice and good insight when I talk with her. She knows things about me that my own parents, brother and those closest to me do not know. She has given me simple guidance, and has always believed in me even through those days when I no longer believed in myself.

The thing that inspires and impresses me most about her is that she has dedicated her entire life to something that she is passionate about and truly believes in. (And when I say her entire life, I mean it. You know how kids play "doctor" or "teacher"? Well, my aunt used to play "Nun in the convent" from the time she was about 5 years old. There are no other nuns/priests in the family who may have influenced this-so I can only conclude that it was truly a Divine Calling.)

So as we celebrate teachers this week, I want to thank her- Aunt Ellie- Sister Philomena for her love, dedication, inspiration, & passion- for teaching, supporting and inspiring youth - and families from all over the state NJ- for sharing so much of her time, knowledge, experience, charity, unconditional love, and years of her life with all of us.

Further Reading:

Its About the Little Things

Sisters of Mercy

Teachers: 99 Reasons to Love Them

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People Aren't Robots

2013-05-01T12:30:00.000-04:00

Photo: Qatar Chronicle

When I was a kid, we had gym once a week and went outside after lunch every day. Sometimes, we would hold science class outside. We also would go up to the school yard after school-or out in the street-and play kickball, street hockey or just ride bikes. I often wonder why things are so different now?

School Physical-Ed, sports programs as well as art and music departments have been significantly impacted as administrations feel compelled to make curriculums more academically 'rigorous'.

We have a daily motor time in preschool and Kindergarten. Why do we suddenly stop this practice in upper grades and adulthood? We still need movement. Humans need movement. Movement is how the human brain grows and thinks. As one gym teacher puts it: "If the bum is numb, the brain is too." Wise words.

Movement educators & PE advocates have been making the case that more time in the gym has not only physical benefits, but academic benefits as well. There has been a large body of research in neurology and brain development that supports this. The question is, if we know this, then why are we not applying it?

Something a friend of mine (also an athlete) said today in response to an article link I posted yesterday on this topic, struck me:

'There are so many aspects that are important. Giving the mind a break in the day so you don't get overwhelmed. Exercise is a natural mood booster. Social skills. Coordination. The list goes on... Some similar arguments can be made of Art and Music. People aren't robots. So frustrating! Good for the people who are out there fighting for what's right.'

People aren't robots...

No. We are not, and neither are our kids.

It IS frustrating. Given the increasing rate of learning & behavior issues in kids, general stress in schools AND in the workplace combined with the fact that we already KNOW the benefits of movement/exercise... it seems as if we have an answer to at least to some of the problems we face, but the powers that be, won't even acknowledge it, let alone apply it. They just keep imposing more rules and restrictions... and administering more tests to see how we're doing compared to the rest of the world-and putting more kids on medication before we've ruled out every other possible solution. Wouldn't be much easier for everyone involved to just put preventative programs in place before behavior and learning problems get out of control?

Its frustrating & ridiculous, but most of all, its doing our kids a huge disservice. Kids are not wired to sit still and listen to rote, lecture and do worksheets for 6 hours a day. Kids are not learning more in spite of 'enriched' curriculums and more instruction time. Kids are wired for fun & movement. They are wired for the novel and the unusual. Many classrooms are recognizing this and are incorporating some innovative types of group & blended learning methods. But for the rest, the kids are being routinely bored and/or traumatized on a daily basis-(NOT the teacher's fault!) and this is being sanctioned and sometimes encouraged by the state and US Boards of Ed. Our kids are being set up to fail, (and teachers are too) and parents and educators (and kids) are all expected to just deal with it-academically, emotionally, financially and otherwise.

Well, the good news is, it doesn't have to be this way. A parent is a child's first (and best) teacher. So start by leading by example- get moving and get the kids moving too. I know you are tired. We all are. We work hard to support our families. The movement will improve your energy level and do everyone a world of good. Resist the temptation to throw it all into a teacher's lap and say "Its his/her job to [fill in the blank]" Be proactive. Teach kids that if they need a movement or hydration break, to ask for one. They can stretch in their seat if they can't take a break. If they need to study more at home and put more effort into their academics, then they should. Be a good example and above all don't allow them to stagnate- to do nothing at home. There are plenty of everyday tasks at home to keep kids moving, engaged and connected with their families.

Teachers, schedule daily movement breaks in the classroom-preferably at the beginning and halfway through. Let the students water plants, (if you don't have any, get some. Not silk, not plastic. Real ones.) dance, stretch, yoga, Tai Chi, march in place, clean out desks, take a water fountain break, move furniture, have a "Chinese Fire Drill" and switch desks...it doesn't matter what type of movement it is, just encourage it. Three to five minutes per class period is all you need. If you can fit ten minutes in every half hour-even better, but start somewhere. You will find you get more done in less time. Student cooperation and learning readiness will improve along with self-confidence, efficiency and motivation. At the same time, stress, lethargy and boredom will decrease.

At first, you will feel silly-but give yourself permission to be silly-even with High school students who need it the most-along with the cognitively, socially or sensory challenged. After just one week, you will notice a difference in the atmosphere and demeanor of the class. I promise you.

Smithfield Elementary in south Charlotte, SC has figured out a way to balance physical movement time with the increased academic requirements: students take a "Brain Break" every 20 minutes. The kids dance, maybe do a few calisthenics while counting by fives or saying their multiplication tables. She says kids are more engaged and teachers actually feel like they fit more reading and math into the day.

Its your classroom-(and parents, they are your kids). Take charge and use what works. After all, we are not Robots.

To read the full article that inspired this post:

PE Advocates Argue Gym Benefits Not Just Health but Academics Too

To help get kids moving, you can find some inspiration on our You Tube Channel or find our Sensory Games and Activities

To learn how to incorporate more movement into your classroom or home environment, visit our BodyLogique Online Workshop & Training Page (Schedule is currently being updated for Summer and Fall classes, 2013.)

To contact us with questions: bodylogique.info@gmail.com

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Spring Cleaning: A New Definition

2013-04-29T12:25:00.000-04:00

Quan Yin, The Goddess of Compassion
Watches over my garden, &
reminds me to let go of past hurts

To some of us (women) spring means more daylight, warmer weather, a newer wardrobe and to others it means "spring cleaning".

As a child, the coming of spring to me was associated with the overwhelming smell of Pine cleaner as my mother scrubbed everything from top to bottom. The house was turned upside-down, windows open, curtains removed, quilts put away, old items put out for a yard sale or donation and we were expected to clear out closets and drawers of what my mom considered 'junk'. My brother and I viewed this "junk" as "treasures" and hid it all carefully away so mom would not toss it. (I still have a few little boxes of treasures put away.)

Last week, Jay & I moved my office to a bigger room in my house. It was a major move because I have almost 100 books, just as many files, programming curriculum's, art supplies, musical instruments, awards, letters, gifts and paperwork from the last 11 years of teaching. This is not including the tablets of paper with random thoughts and outlines and notes written or the other personal paperwork-bank statements, insurance and business licenses, etc. I won't even mention how many albums & boxes of photos I have. My computer its just as full with way too many e-mails coming to my inbox that I don't have time to read.

As we moved the office and I sorted through and threw out old paperwork, I thought about how much we tend to accumulate & how we attach to these things and the memories that go with them. Every item reminded me of a student or a teacher I had, or of my kids, or of experiences, both good and bad. I started asking myself if these are items I really need or if I'm just not ready to let go of the memories yet.

Could it be that our outer environments reflect what we are feeling on the inside?

Look around your classroom, office or workspace. Is it cluttered? Maybe you are feeling "cluttered" in your life & need to eliminate or delegate some tasks instead of taking them all on for yourself, rectify and let go of old emotions or back away from those people in your life who drain you. Is your home too clean to the point of being afraid to "mess it up"? Then maybe you are too quick to push things to the back of your memory and you need to resolve those old hurts so you can move on.

The truth is, we only really need about 20% of what we have. The other 80% of the"stuff" we own is just clutter. We don't have to attach to anything & we can remember anything we want, anytime we want to. These excess items we hold on to are only symbols of what we want to remember on an emotional level. When we hold on to too many "things" in our physical environments, it ultimately prevents us from enjoying life as much as we could.

You can begin to teach you children and students this too, and if you make it a regular event, the "letting go of treasures" seems less traumatic.

As I've gotten older, I've adopted the habit of engaging in a much different kind of "Spring Cleaning". Spring is a time for new beginnings. Its a good time to clear out what's cluttering & overflowing inside of us and that is where the bulk of my spring cleaning takes place. On the inside.

You don't have to wait until spring. You can do this at the change of every season, or every day, once a week or on a montly basis. Do it as much as you think you need, but make the time for yourself to do it. Its just as important as all of the other tasks you have on your "To Do" list. Time will never become available on its own. You have to make it.

I use Imagery often to help me re-focus & get rid of some of the more stubborn hurts, frustrations and memories that hold me back. Imagery is a simple process that takes about 5 minutes. It re-directs that negative or hurtful memory that you have and re-writes the painful story you or others are telling you about it. Imagery is a useful tool that anyone can use, that can help turn painful experiences and people into something more constructive, positive & less hurtful.

You can teach this method to your kids too. The more they get rid of past hurts and painful memories, the more they will understand how to live & learn "in the moment".

I've included 3 helpful imageries below for you to use for yourself or with students/kids..

Happy Cleaning!

Fish Hooks

*[For letting go of those who have hurt us. You will need about 5-10 minutes of uninterrupted time. Shut off phones and other devices until you are finished. Keep a glass of water or a water bottle nearby.]

So sit or lie down comfortably & close your eyes. For a minute just notice the rhythm of your breathing. Now, imagine that you are in the middle of a lake, in a boat. Picture this as clearly as you can. Now picture a person who is troublesome to you, on the shore of the lake. In his or her hand she is holding a fishing rod and you can see that she/he has "hooked" you and is trying to reel you in. You may see that there are a few hooks in you and can see them digging deeper into your body as you try to pull away. You can feel the pain of each hook when you resist, so finally you grasp a hook with your hand & gently work it out from under your skin & out of your body. Imagine yourself taking that hook and tossing it away from you back into the water. Do this for each hook and tell the person to go. The person on the shore reels in the line and walks away. Wish them well. You now have wounds that you tend to by placing your hand over and imagining that they are healing. As they heal, focus on your breathing for a minute and then slowly begin to imagine yourself here, now in this room and when you are ready , open your eyes. Take a sip of water and stretch.

[You may need to do this a few times in order to feel it has minimized your conflict with this person. Do it as many times as you need.]

Ribbons

This imagery is very similar to the "Fish Hooks" one, but instead you will imagine that there are ribbon attached to both of you. You release that person by taking a pair of scissors, cutting the ribbons, and setting that person free. Wish them well. Repeat as necessary.

The Window

*[Taught to me by my Meditation Teacher. Good for stress management, observing a situation objectively, problem solving, and for remaining "neutral" about a situation. Kids respond well to this imagery and can learn to use it in any situation. ]

Imagine that you are sitting in front f a large window. You can see a conflict or a situation, you or others are involved in, taking place outside of the window. You watch this as it happens, seeing it all very clearly, but you are not directly involved in it. You observe it as a bystander, on the other sideof the window, not getting overly emotional and are able to see the situation more objectively. In your mind you see ways to minimize or solve the conflict. In some cases you decide to remain a bystander. In others, you decide to take action. You have control of when to take action and when to remain the observer. Intend that the situation is resolved for the highest good of everyone concerned.

*Our S.A.F.E Spaces™ for Learning & Living helps you create perfect environments for any situation.

Our R.E.A.Ch ™ Program is Relaxation Education for Adults & Children.

To book a Consultation, workshop or class, or for a customized Stress Management program, for yourself, your staff or school, contact me: barbara@bodylogique.com

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Adapting Yoga for Children with ADD

2013-04-23T12:05:00.002-04:00

Photo: bodylogique.com

I received a question several weeks ago in my inbox from an educator in Hong Kong, pertaining to constructing yoga classes & sequences for children with ADD.

My personal thoughts on how we diagnose and treat ADD could be a whole separate blog-(not just one single article-I mean an actual separate BLOG...) but to keep it succinct, I will just pose this question to you:

Do you find it odd that we place children-energetic children-who have growing bodies and curious brains-and a natural tendency to move and explore-into an 'educational' setting that not only isolates them from natural, active, outdoor play, but also directs all their activities and thinking, for almost all of their waking hours-some more than 12 hours daily if you throw in before and after school care--and then expect them to sit still, be quiet AND pay attention?

AND when they do not sit still, be quiet and pay attention as we want them to, diagnose them with a condition and recommend a course of 'treatment'?

Could it be that the "Attention Deficit Disorder" is actually a "Priority Preference Complex"- and the child is not paying attention because he/she is either bored, not mature enough to give you his/her attention, or has other priorities (playing) at the moment?

To put it another way: If a child was hungry or thirsty, would you deny them food and water? Of course not! Well, I feel that many schools deny kids other vital essentials-such as movement, sensory input, group learning activities as well as down (nap/quiet) time. We as educators and parents need to take back control of our kid's education and start using tools & methods that help support success and overcome challenges-not perseverate conditions.

This is one of the reasons I decided years to leave the traditional education system and become an independent educator. I now have the ability to reach and support many more children by supporting their parents and other educators-and therapists from around the world, in giving their kids more of what they need-in and out of the classroom.

Yoga is not the answer to everything, however it is a highly effective and adaptable method that naturally regulates the sensory system, and improves concentration when it is needed. It can be an activity that supports the other interventions that are put into place. Our kids need as much support and guidance as we can give them.

Below is the question I received and my response. Although it is directed at a question about a yoga class, it can be applied to any learning environment. (Some parts of the original e-mail have been edited slightly to protect privacy) Please feel free to add any advice or resources you may know of in the comments area below.

Dear Barbara,

Hope you are well!! I stumbled across your incredible work online on yoga with autistic children in Yoga in my school (http://yogainmyschool.com/2011/04/06/yoga-for-autism-with-barbara-gini/ ). The reason I am writing to you is because I would love to seek your expert advice on teaching yoga for the first time to a child with special needs.

I am a certified Basic Integral Hatha Teacher (200 YT) and was recently approached about teaching yoga to a nine year old child. According to the father, the child has problems concentrating and has slight ADD. I was asked to conduct a trial private yoga session with his child and so began my research on yoga for children with special needs.

I would love it if you could perhaps share some words or wisdom, advice or online resources as I prepare my class structure- from what I gathered in your interview, being creative, using sound, repetition and simplistic language would be essential.

Any help you can provide would be greatly appreciated!

With gratitude,
Davina

Hello Davina

Thank you so much for the e-mail and I am glad you enjoyed the interview with Donna.
There is such a need for people to work one on one with children who experience these challenges. I blend a lot of different information and science to customize the activities and sequences.
Every child is so different-and the key is getting to know your student and being aware of the subtle personality quirks. Being creative (and sometimes un-conventional), using sound, repetition and simple everyday language in general is a good start, but you also must take into consideration the child's sensory tolerance and how easily they get overwhelmed. We want to take them just to the edge, but not over it. We want the experience to be one they will want to repeat instead of avoid, and in doing this we need to take care not to go the other way and give them no guidance or structure at all. Everything in balance.
In general, with ADD and sensory kids I work on first releasing tension through sensory input and weight bearing postures (disguised as games) and I focus on breathing & imagery for self calming. There are lots of activities that will stimulate & use the sensory system to calm anxiety and bring better focus.
ADD children will have highs and lows to their energy and its our job to direct it-not place a blanket over it. Children like to move and the more movement (games are the best way to do this) the better. Gradually take them down to a calmer energy and give them tools to stay in that calm-ness for longer durations.

ADD can be an asset if its directed properly. The problem is that kids are expected to sit and be quiet and compliant for long durations and its unnatural. My goal is to give them yoga and sensory-based tools so they can blend and function better in these unnatural environments.
I can give you some other basics and some resources or I can work with you more personally so you can gradually introduce methods with your student. In either case, I would love to talk more by phone or Skype if possible-there is so much information it would take me hours to type it!
Looking forward to talking with you soon!
Barbara
215-257-3193
Quakertown, Pennsylvania
http://www.bodylogique.com/

If you have a question regarding a child with ADD or other challenges and would like a consultation or to brainstorm ideas by phone or Skype, please contact me at: bodylogique.info@gmail.com

Related Articles:

Constructive Fidgeting for Self-Regulation

The Brain on Yoga

I Will not Allow My Exam Grade to Decide My Fate (Video)

Easy Beginner Postures for Kids

In Case You Missed It: March 2012 (Article Links)

20 ADHD Accommodations that Work

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Ink

2013-04-20T07:24:00.003-04:00

Photo: http://www.nohscbwi.org

A short post today:

I felt a need to post something inspirational today, after the week of events that the US and the world has witnessed and experienced.

The post below comes from an actual experience of my friend Lisa, who is an elementary school art teacher in Camden NJ.

I could not have relayed this message any better: sometimes a simple activity can have a huge impact & speak volumes to a much bigger lesson.

Hoping everyone has a peaceful weekend.

"Today we used gold and silver scratchboards for a 4th grade art project. This was what happened when a new student used his tool and saw the gold for the first time:

"Oh my god, this is beautiful"...

scratched a little more...

"This is amazing. SO beautiful"...

a little more scratching...

"This is SOO beautiful, I could cry". ..

He had me smiling at his amazement and enthusiasm, for this little black ink covered board. He made my day with his joy over this project.

In a world that seems insane, crazy and falling apart, have faith that there are still children who are inspired and encouraged by the simple things.

Help your children uncover the "gold" under the "ink" of life."

~L.W
♥

Contact: barbara@bodylogique.com

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Yoga for Special Needs Children: Strengthening Core Muscles

2013-04-17T07:23:00.000-04:00

Photo: Children in Bow Pose, artsriot.com

Today I am happy to have a guest post from Craig Hanauer of Every Kids Yoga

Craig is a New York State Certified Creative Arts Therapist, a Kripalu Certified Yoga Teacher, and a Yoga Alliance 500-Hour Registered Yoga Teacher.

Committed to the health and empowerment of children, Craig has developed "Every Kid's Yoga", a unique and successful program for children with special needs, that integrates the creative arts, yoga, and play.

Today he writes about strengthening the core through yoga. The core is the area where all other movements originate from and Yoga can be a great way to support core strength as a supplemental activity for OT, PT and other types of traditional therapy. However, please use caution and common sense when selecting postures for children who have spine, joint or other weaknesses or injuries. Start with basics and build movements slowly, modifying and adapting as needed. Use the modifications that Craig has discussed below and if you are not sure if a posture is appropriate, please consult with the child's doctor and other therapists.

If you are not sure how to modify, or adapt, you can leave a question in the comments area for Craig or myself, or find more information in the "Related Articles" links below.

Yoga Strengthens Core Musculature

by Craig Hanauer

The muscles of the core include those surrounding the pelvis, those adjacent to the spine, and those surrounding the scapula, all lying closest to the bone. When these muscles contract, they stabilize the spine, pelvis and shoulder girdle, and create a solid base of support. One is then able to generate powerful and controlled movements of the extremities. The goal of core stability is to maintain a solid foundation and to transfer energy from the center of the body out to the limbs.

When working with children, Sheila Frick, OTR/L recommends placing emphasis upon activating the core musculature to achieve deeper respiration and to increase core strength and endurance. The goal is to develop the deep muscles that lie closest to the bone, especially the muscles providing three-dimensional support around the central vertical axis of the head, neck and trunk. It is important to maintain a continuous flow of breath with focus on the exhalation during core activation so as to coordinate movement with the breath.

When these deep muscles are engaged, postural control and breath support become effortless, as minimal conscious effort is required. Thus, surface muscles, designed for skill, are released from undesirable "fixing" and are instead able to function according to their natural design. When the body moves with ease and fluidity, the child is free to creatively and independently execute complex reasoning for communication, problem solving, planning, organizing and executing life tasks and roles.

Engaging young children in musical movement sequences that engage the core musculature and prompting them to sing along is a sure way to increase core strength and postural support. If they are singing while they are "swimming" they are taking a deep inhalation followed by a long controlled exhalation.

[You can use "The Goldfish Song" K-2 (3:28), Laurie Berkner, from the CD "Victor Vito" ]

Movements:

Resting in prone position with head to the side
Cobra (wake-up)
Shake lower legs (shake out your tail)
Locust Pose with arms extended (swimming)
On knees act out shower and brush teeth
Supine position propped on elbows, bicycle/extend legs
Pat mouth and yawn (sleepy)

Modifications:

Gently touch below collarbones to prompt lifting the chest
If they are unable to lift their chest off the floor for swimming, place a pillow or folded blanket beneath the chest to provide support

Benefits:

Increases core strength
The song naturally vacillates between high and low energy
Children are engaged and grounded in one place
Simple chorus for singing along
Supports receptive language skills with simple acting out scenarios
Contains humor

Contact & Connect with Craig on

Facebook

Find Craig's Full Training Descriptions:

http://everykidsyoga.com

To find additional adaptive yoga training, visit:

www.bodylogique.com

Related Articles:

Breaking it Down

If You Give a Kid Their Core...

Games that Build Core Strength for Kids

Good Posture from the Ground Up

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Contact the blog administrator: bodylogique@yahoo.com

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15 Ways to be a More Effective (Yoga) Teacher

2013-04-15T07:30:00.000-04:00

Photo: BodyLogique.com

We all strive to be more effective teachers and there are so many different ways we can do that.

The following 15 tips are written in the context of children's yoga teachers but can be applied to all educators and Para-educators. What others can you add to this list? (Please feel free to add your own ideas in the comment section!)

Room Check: Be sure that equipment is working properly and that here are no spills, unsecured area rugs or furniture or other potentially hazardous items in the instruction area.

Smile & greet each student individually as they come to class. This puts students at ease and helps them feel comfortable coming to class each week.

Introduce new students to the class and welcome them. Let them know where to put their things, and what the process is so they know what to expect.

Know your subject! Educate yourself as often and from as many different sources as possible.

Adapt & modify instruction and activities for students who need it. This helps create a more inclusive environment & allows everyone to participate on their own level.

Keep it fresh! Use familiar sequences & warm-ups as weekly standards, but also incorporate a progression of new postures & activities each week to keep it challenging and interesting. (In an adaptive class, introduce one-three new postures and one new activity per week.)

Keep it moving! Too long of a sequence or activity or too much explanation or instruction will de-motivate and dis-engage your students. Keep the class flowing-transition quickly to new postures or activities after a brief ( 30-60 seconds) of rest/questions or introduction.

Vary the Pace to match the students' varying energy levels. Kids move in short bursts-while adults gradually build and sustain activity for a longer period. Observe your group to see when that energy level comes up and when it dips. Have a library of activities on hand to help release energy as it builds up-and to bring it back up when it begins to decline.

Follow a general routine so kids know what to expect from week to week. If you start with a greeting activity-then do that consistently each week (you can vary the actual activity-just keep it as a greeting activity) If you follow the greeting activity by a warm up game-then do that second each week- and so on. Keep your class structure simple, consistent and easy to follow.

Be Flexible! Sometimes the kids will want to play a game longer than you planned for. Let them. The point is that they are engaged and learning. If you planned for them to learn 5 things-but they are completely engaged and will only learn 2 things-that is much better than rushing through so you can check off items on your lesson plan. Relax and allow the kids to show you when to move on (such as when a game does not thrill them as you thought it would!) and when to let them finish exploring the concepts they are interested in.

Be positive and supportive! The class is not about you-its about the kids. Don't bring your personal troubles or worries to class, and be attentive to NOT project your frustrations onto the kids. Kids sense when we are angry or frustrated and will personalize and internalize that and think its their 'fault'. You might be the only person that day-or at all-that has supported and motivated that child, so keep it positive & sincere. Its not our job to make them into perfect yogis-but it is our job to guide & support them in their exploration.

Be Kid-Friendly. There is so much to learn about asana, pranayama, doshas, the sutras, the chakras, the Yamas and Niyamas, the Sandskrit terms for every asana... Ayurveda & even chanting mantras...but the kids don't care about any of that. They just want you to play with them. Use games, art, props and simple, everyday language to break complex concepts into simpler ideas that they can actually use. Show them how it can help them in "real life" outside of yoga class. Figuring out a way to combine Super Mario or the Legend of Zelda into your yoga class, will go much farther than teaching them obscure words & concepts they are not ready for. Introduce it here and there, and wait until they start asking specific questions to elaborate.

Laugh. Don't take yoga, teaching, or yourself - too seriously. Have fun & laugh. It releases tension & breaks down barriers to learning. It improves oxygen flow to the heart and brain and boosts efficiency & immunity. It really is the best medicine.

Answer questions as simply and directly as possible, even when you are in a hurry. When you take that time to respond to a student, it goes along way not only for learning but for their self-confidence. It encourages them to explore and learn more. If you don;t know an answer, tell them so-and tell them that you will look into it. Keep your word, and come up with an answer by the next class.

Always end with relaxation. This is the time when students can assimilate & process the exercises, breathing and information they have participated in during class. Its a time for them to re-charge their batteries and re-set their thermostats. Do not rush this process as it is the most important! Play soft background music, give foot or hand rubs (if time allows) and let them know that this is their time to just rest. Allow plenty of time for them to come out of relaxation slowly, re-orient and give feedback at the very end.

Contact: Barbara@bodylogique.com

To Find a printable version of this post click the link at: BodyLogique.com

R.E.A.Ch™ Relaxation Education

2013-04-12T09:57:00.000-04:00

A New Relaxation Education program by BodyLogique® Health & Learning, helps parents & professionals support "Calm in the Classroom" & beyond.

Photo: BodyLogique.com

More and more children and teens of all ages & abilities are being affected by stress each day, with devastating results. The statistics are staggering:

In 2010 U.S. Spent $12 billion on troubled children and youth. Three quarters of them did not have needs met. (Rand Research)

In 2009, $9.6 billion was spent on antidepressant prescriptions in the U.S. alone, reported Intercontinental Medical Statistics (IMS). (That rounds out to be about 200 million prescriptions.)

The percentage of children aged 5-17 using antidepressants was 1.4% in 1995 and this increased to 2.6% in 2005.

In another study researchers are saying that they see evidence of depression in children as young as three years of age. (Health Central)

Recent studies show that, at any given time, as many as one in every 33 children may have clinical depression. The rate of depression among adolescents may be as high as one in eight. (Department of Health and Human Services)

Recent studies have shown that greater than 20% of adolescents in the general population have emotional problems and one-third of adolescents attending psychiatry clinics suffer from depression. (The Canadian Journal of CME)

More than 160,000 children skip school every day because they feel threatened by another student. (National Association of School Psychologists)

A report by the Substance Abuse and Mental Health Services Administration indicates that, in the past year, one quarter (26.7 percent) of adolescent girls participated in a serious fight at school or work, group-against-group fight, or an attack on others with the intent to inflict serious harm. (SAMHSA)

Suicide is the third leading cause of death for 15 - 24 year olds (approx 5,000 young people) and the sixth leading cause of death for five - 15 year olds. (American Academy of Child and Adolescent Psychiatry)

The rate of suicide for this age group has nearly tripled since 1960, making it the third leading cause of death in adolescents and the second leading cause of death among college age youth. (American Academy of Child and Adolescent Psychiatry)

The worst part is, that even though children and teens (ages 8-16) are feeling more stressed, anxious and despondent, many of the adults in their lives (about 88%) had no idea that their kids/students were stressed at all. (That means that only about 12% of adults are paying attention.)

Of the adults that are aware, lack of support and stress management education leaves them feeling a little lost and asking "How do we stop & reverse the trend ?"

In July, 2012 Calm & Connected  was published to provide parents & educators with tools for sensory support and stress reduction for elementary age children in the classroom, at home and beyond. The book contains simple, practical, real-life tools, images, activities & games aimed at helping younger children begin to recognize stress & take their own empowering steps to minimize it. This book started out as a children's class and then a workshop I presented to a parent's group. At the time, I had not realized that it was only scratching the surface.

The rise in childhood depression & violence shows an urgent need to address the problem in a different way than we have been. The violence we are seeing is a symptom of bigger problems, ones that start early in childhood. Stress, anxiety, depression, violence and suicide do not just affect the child who is depressed or angry-but has a ripple effect on everyone they come in contact with. In order to give kids and teens the support they need, we, as parents & educators, need to address the problems at an early age and from the inside-out: not from the outside hoping our help sinks in.

In an effort to help address the growing need for 'Calm in Classrooms'-stress management support in schools and at home at every age- our 'Calm & Connected' children's program & book has been developed further into an expanded 4 module program called R.E.A.Ch™ - (Relaxation Education for Adults & Children.)

This program is based on sensory & brain science, as well as the latest research on Mindfulness & Meditation. The 1 day live/blended learning course will be available to educators, parents & child professionals beginning on June 1, 2013. The distance version will be ready by the end of the summer-(just in time for "Back to School!)

The four R.E.A.Ch™ Relaxation Education modules are:

Calm & Composed-for adults age 17 and up
Calm &Connected-Children age 5-11
Calm & Confident-Teens age 12-16
Calm & Creative- Art-based Relaxation Education for all ages

A shorter, modified version of this training, specifically for educators, "REACh Schools: Calm in the Classroom" will also be offered to local schools, therapy groups and non-profit agencies.

This is not just a stress-management course that teaches you "cushioning" (external) techniques after the stress pattern has taken root-it takes you through the science of and anatomy of stress and shows you how to address it from the inside-when & where it actually begins - to the outside-where we finally see its physical symptoms. It gets addressed from every possible angle-not just one or two. It gives you-the parent/educator, the tools to pass on to the child, so they can manage their own emotions and situations as they experience them.

More details, fact sheets and a syllabus will be available June 1, 2013 on our main website. (Check the calendar page often for updates.)

To learn more about the program and schedule, please visit: BodyLogique Health & Learning

If you or your administrators are interested in hosting, sponsoring or scheduling this training-either the live (blended) workshop or the distance program, please contact Barbara at: 215-257-3193, with your name, your organization/schools' name and location (city/state).

(Or e-mail: bodylogique.info@gmail.com )

*NOTE: Although this program has been an effective complementary support for improved concentration, and reduced stress and anxiety, for children or adults who are under a medical or mental health professional's care, we highly recommend continuing to follow the prescribed treatment plan. This program is non-medical and not meant to replace professional/medical treatment. If you are not sure if it is right for you, please consult your primary doctor or specialist.

For other Questions Contact: bodylogique.info@gmail.com

For More child stress statistics visit: ChildStress.org

Related Articles:

Promising Research on Meditation in Schools (Edutopia)

Sleep Cycles and Rebooting Your Brain with Meditation (Psychology Today)

The Human Brain & Stress (Franklin Institute.edu)

Autism Linked with Stress Hormone Levels (Science daily)

Adolescent Stress Linked to (Severe) Adult Mental Illness (Science daily)

The Senses, Stims & Stress (Smart Kids/ Health y Kids)

Improving Body Awareness Keeps Kids Calm & Connected (Smart Kids/Healthy Kids)

Self Calming in the Peace Garden (Guided Imagery)

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Welcome! Now Get Out!

2013-04-10T07:10:00.000-04:00

There was a slogan in Pennsylvania when I first moved here:

"Welcome to Pennsylvania! Now Get Out!" It was part of the "Get Outdoors PA" campaign.

The idea was to get families out and involved in the many outdoor events & activities that are available here: kayaking, hiking, miles of bike trails, paddle boats,nature centers, parks... Its one of the many things I love about living in Pennsylvania.

So today, I came across this video (below) and thought immediately about how I could adapt & use this in a summer camp program?

The game is simple-(the best ones often are) and looks like SO much fun for kids (and grownups)! Its called "Chair Ball" from Thailand-who wants to play?

Ideas? Suggestions? (After you watch, please leave your ideas in the 'comments' section below!)

http://youtu.be/DU8PuctY8WQ

So now I know you hesitated-I could feel it. And I know why. We've been conditioned to think of all the bad things that could happen instead of how beneficial (and fun) an activity is.

I want you to stop thinking about how dangerous (standing on a chair with a big basket over your head) is-

or the many ways how someone could get hurt-

or how the kids will get dirty-

or that someone will be upset because they didn't win…

These are just excuses.

Just GO PLAY with the kids and TEACH them how to be safer-how to clean up when they are finished-and how to lose-(and win)-gracefully! The benefits outweigh the dangers. Trust me. trust the kids. Trust yourself as an educator and as a human.

Now Get Out!

*Click Here for a printable copy of this article (with live & QR Code links)

Contact: barbara@bodylogique.com

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Loss, Compassion & Gratitude: Good People Everywhere

2013-04-08T10:21:00.001-04:00

Photo: Expressive Arts Therapy Institute

Below is a link to a great post by my friend & fellow yoga teacher Angela at OMazing Kids yoga.

Recently, a teacher from Mexico City wrote to her and mentioned that all of her kid's yoga materials had been stolen from her car trunk, and that she had hoped to win a giveaway that Angela had written about, so she could begin to replace the (3 years worth) of lost items.

I received an e-mail from Angela asking if there was anything I could donate to help the teacher out, and I replied that I would be happy to donate one copy of each of my books, plus a downloadable copy of The 4B's Self-Calming Cards. All in all, Angela's post managed to gather more than 30 items,and counting, from the yoga community to help this teacher build her library and materials up again!

Its a good story and reminder for all of us, no matter what community you are in, because ultimately we are all in the Community of Humanity. Whether we like it or not, sometimes we depend on someone and other times, people depend on us. This is something that is vital for our kids to know, understand and to practice. Its important for them to know that there are Good People Everywhere.

What we need to remember is that no matter what your personal beliefs are, inside of every human is a spirit and a soul-the essence of that human. Our actions express that soul/essence. We are our most powerful selves, when we express ourselves through our compassionate actions-not by wielding our "awesomeness"- but by simply using it to help others when they need it; and by expressing gratitude when we need help and receive it. If there is any lesson more important to teach our kids, I can't think of one right now.

We have lost this somewhere along our evolution: getting too attached to our losses, and not expressing gratitude sincerely when its warranted. We have come to feel that there is no more good in the world & that we are entitled to things without reciprocity. We need to reverse this trend for the good of all people everywhere.

We live in a world where the media bombards us minute by minute with what they call 'news' that places a focus on all the "bad stuff" that happens around us-some of it is true and downright scary, and some of it is manipulated, manufactured and designed to test us, but what they rarely tell us is that there are absolutely (as the book says) Good People Everywhere, and I personally am grateful to have many of them in my life.

Read Angela's Post Here:
Gratitude & Loss: Blessing in the Kids Yoga Community

Contact Barbara: bodylogique.info@gmail.com

In Case You Missed It: Blended Learning

2013-04-05T14:37:00.000-04:00

Photo: changeboard.com

Had the Internet existed back when I began teaching, I would have definitely flipped my classroom and used the variety of blended learning opportunities that exist today.

Blended Learning is an innovative approach to course design that 'blends' the best of both face-to face & online learning. Its main intent is to build from both approaches to create an efficient, effective and well-rounded learning experience.

We live in a hybrid world-we communicate face-to-face as well as online. Blended learning mixes the best of both of these worlds for instructional & learning purposes.

A well-designed blended learning course will leverage what needs to be done in person, (group presentations & discussions and hands-on instruction) in combination with what can be completed by the learner independently & online (reading, research, worksheets, document management & organization, individual projects, etc). This is especially effective for high school, college and adult learning.

There are basically 2 approaches to blended learning: the supplemental approach and the replacement approach.

The supplemental model keeps the basic structure of traditional course lectures & textbooks and supplements with technology-based, out-of-class activities.

The replacement model reduces the number of in-class meetings and replaces some of that in-class time with out-of-class, online, interactive learning activities. This makes significant improvements in the remaining in-class meetings.

From our work and personal interaction with children who have a variety of alternate learning styles, we have seen that innovative learning is always in the student's best interest. We are now embracing these approaches in our adult education division.

Our very first blended/Hybrid course will run 10 weeks, and combines an enhanced, interactive eBook manual with audio and video media, live group chats, phone/skype sessions, individual projects and a live, 1 day hands-on workshop. In the process of designing this course we have realized just how many benefits there are to this approach:

places more control of your time and scheduling back with you
flexibility/access to materials while retaining a sense of community
reduces travel and lodging time & expenses
experience enhanced learning through a variety of channels
fully interactive and allows an opportunity to explore the subject in depth
ensures thorough study and understanding of subject matter
technology offers more opportunities for collaborative learning environment
learning is guided & allows you to learn at your own pace with the help of instructor and others
weekly email support, phone and Skype sessions allow you to ask questions and interact with your instructor
not location dependent-learn anywhere
low cost to produce materials-so tuition coast is lower for the learner

The Blended Approach offers numerous benefits and a more engaging & integrated learning experience for both instructors and students.

We have observed that this method is the most engaging, efficient and thorough way to learn complicated, involved or new subject matter, as compared to the more common 2-3 day "immersion" workshops, which are clearly not for everyone. Our (unofficial and non-scientific) research has shown that a participant is more likely to stay motivated & effectively assimilate, understand & use the newly learned material immediately when they participate in a hybrid/blended course, than when they take a weekend workshop.

(Compare: short and succinct exam study sessions spread out over a 3 month period, or "cramming" two days before the exam. Which would you rather do?)

We invite you to explore the informational links below - and to be one of the first to take advantage of this newly expanded course offering.

EARLY Registration for the Spring/Summer Session (May 3-July 12) opens today!

Find out more on our Event Page on Facebook

Have a great weekend everyone!

Related Reading Links:

The Flipped Classroom: Turning Education on its Head (Infographic)

Understanding the Benefits of Blended Learning

What Sort of Research Should We be Doing on Blended Learning?

What is Blended Learning? (Videos)

Blended Learning Effects on Learning Disabled Students (Study)

Blended Learning: Combining Face-to-Face and Online Education

BodyLogique.com Distance Learning

BodyLogique.com Professional Development Workshops/Blended Learning Programs

To find our growing library of

Webinars and Conference Call recordings

visit AnyMeeting

Contact: bodylogique@yahoo.com

What Special Educators (and Parents) Want Us to Know

2013-04-02T05:00:00.000-04:00

As Autism month begins, I would like to dedicate this post to autism families and the professionals (and para-professionals) who support them at home, in the classroom and beyond.

Its easy to get caught up in the push for awareness-and awareness is definitely needed. However, sometimes when we are so engaged in a cause, its easy to forget to communicate clearly what it is that we, our children and our students need at any particular moment. I would like this post to be about opening up & continuing an honest dialog-between all of the people who love, educate & support Spectrum kids, in so many different ways.

So, this post today is to be written by you, in the comments section below. If you are an autism parent, what do you want your child, your family, your child's teachers, other parents, me or anyone else to know?

If you are an educator or other professional: What would you like parents, students, administrators and others to know? Be as brief or as detailed as you need to - or as the comment space will allow.

If you want to ask a question - that counts too! This is about learning from each other & sharing our respective knowledge & experiences for the purpose of better understanding and better care & services for all of our kids.

Your comments do not have to be all positive-because let's face it: life is not always positive-but they do have to be respectful. We are all looking through different windows with different scenery. Sometimes its frustrating as a parent to explain to a teacher-and its also frustrating for a teacher to explain to a parent what is happening when the other one is not here, but think about how frustrating it is for our students and kids watching us struggle against each other, as they wait for the help that the need.

The thing to keep in mind is that we are all on the same side-and we have to keep working together if its going to work at all. Kids are depending on us to support & guide them, so lets keep it mature and respectful and we will all learn something new & useful.

~Barbara

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Compulsive Disorders: Children Stuck on a Thought

2013-03-26T10:15:00.002-04:00

Photo: thedubinclinic.org

I have always found the human brain to be fascinating. (In fact, at one point I wanted to be a psychologist, but was even more interested in how the body & brain work together, so I opted for a degree in exercise science instead.) In spite of what we already know, there is so much more that we are still learning.

Today's article is a Guest Post by Dr. Albert Forwood, a neurologist & chiropractor who has been working to improve the functional abilities of people’s brains for the last 20 years.

I've had the pleasure of working directly with Dr. Forwood and the staff at the Brain Balance Center in Wayne, PA for the past 2 years. Much of what he, and Dr. Melillo (founder of the Brain Balance Program) taught me, as well as what I learned in the Brain Gym program, has been integrated into my children's yoga programming. I am so thrilled to share one Dr. Forwood's articles with you below:

It is easy for us to think of the nagging child, persistently asking again and again, as a normal stage of a human development. But what if they don't grow out of it?

There are many questions about Compulsive Disorder conditions that affect people, the people around them, and about the help that may get the thoughts under control.

Compulsive disorders, diagnosed through behavioral evaluations, come in different expressions but the results are the same: unhappiness for those people and the people around them. There is a difference between a nagging child who wants something and a child with Compulsive Disorder.

When a Compulsive Disorder is present there is no getting off the thought that occurs over and over again. Compulsive Disorder has been in the news of late because numerous celebrities have come out to say they are afflicted with this condition and how it is a problem in their lives. Leonardo DiCaprio, Megan Fox, Billy Bob Thornton, and Donald Trump are just a few as it seems it is common place among the stars.

Compulsive thoughts drive them and the people around them to frustration. Children with Compulsive Disorder can annoy and lose friends with their odd, persistent, and repetitive behaviors.

There are several ways that compulsive disorders can cause distress with time wasting compulsions and other behavioral oddities:

Washers have a compulsion to clean for fear of contamination.
Counters and arrangers are obsessed with order.
Doubters and do-gooders feel harm will come if things are not perfect.
Checkers will keep checking things like the lock on the door or other things they associate with fear.
Hoarders compulsively keep things.

When the condition affects children they often experience isolation and can become hard to manage. Compulsive Disorder is common with kids with ADHD, Asperger's, Autism, and Tourettes. This is because there are similarities between these conditions in the way their brains work, or rather, similarities of their brain weaknesses that causes their similar behaviors.

Programs, such as Brain Balance, looks at these conditions as a Disconnection Syndrome of the brain and has an effective approach to improve this condition for children. If this condition is not cleared up in childhood it may become more difficult to make changes to the brain once matured.

These conditions are caused by an imbalance in the hemispheres of the brain. It is commonly caused by "too much left brain" (because of developmental delays of the right brain that cause normal circuits to be under connected).

The left brain is the approach side, like the accelerator on a car, and the right brain is the withdraw side, like the brake. A mental thought or muscle action may be initiated (with the left brain) and in the normal brain there is a mechanism to turn it back off (with the right brain).

If the right brain circuits are underdeveloped it cannot do its job and the thought persists, over and over again.

Children have the unique ability to speed up their lagging development when the correct stimulus is provided, primarily though a daily targeted sensory-motor (exercise/movement) routine, followed appropriate tutoring. That means that if the unique developmental delays of these children can be found, and the correct stimulus applied in the appropriate way, they can speed up development that helps the brain circuits connect in the way they are supposed to. These new neuro-connections will lead the children away from a brain with compulsive thoughts to a brain with thoughts that are under control.

Compulsive disorders seem to be a growing problem at a similar rate of increase as other behavioral and learning disorders. Because children are in the process of development, the areas of the brain that are underdeveloped, can be brought closer to full development.

The hope for a lifetime of relief from Compulsive Disorder may lie with intervention during childhood. An appropriately developed, balanced brain may provide freedom for the child stuck on a thought.

Dr. Forwood, DC

Dr Albert Forwood is a chiropractic neurologist and director of the Brain Balance Center in Wayne PA. Read more about him and listen to his podcasts at: Natural Health by Dr. Forwood

Dr. Forwood will be presenting at the Gwynedd Mercy Autism Institute, at the 6th Annual Autism Conference, on Saturday April 13, 2013, in Gwynedd, PA

Related Links:

21 Ways to Grow a Healthy Brain

*(Based on the Brain Balance Program.)

Why are Movement & Creative Activities Important?

Every Brain is a Creative Brain

Senses, Stims and Stress

Brain Balance Centers

Dr. Robert Melillo

To find our growing library of

Webinars and Conference Call recordings

visit AnyMeeting

Contact Barbara: bodylogique@yahoo.com or leave a comment below