"Yoga can enhance your Occupational Therapy Practice"
"Yoga....Not Just for Adults Anymore."
"What Kids are Saying about Yoga"
"Sensory Processing......or as Goldilocks would say,some things are “just right”, while others are not.
YOGA FOR SPECIAL CHILDREN By Dr. Rita Khanna
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Olfactory System as a Sensory Tool in Treatment
By Jeanette Runnings, OTR/L, KKY, RCY1-2, CIMT
I’m not talking about Aroma therapy. I’m talking about using basic things you can find in your kitchen or garden. Cinnamon, curry, chocolate, basil and cilantro are a few of my favorites. In the Occupational therapy setting the use of smell as a sensory modality, has been shown to be a useful therapeutic tool. I have personally been using it to:
improve attention and focus skills via midline orientation,
encourage turn taking, social/emotional interactions and emotional stimulation,
develop nasal breathing and breath awareness for relaxation, calming and self regulation,
desensitize the picky eater or persons with hypersensitivities to smell.
So why is it under utilized?
I was first introduced to using smell with geriatric patients, as an Occupational therapy student back in the 1980’s during one of my clinical internships. It was used to alert patients and invoke positive memories and sharing in our groups. The use of smell can be used throughout the lifespan as an aid in therapy with a variety of patients whether it is those with physical, mental or developmental disabilities.
Attention Getting
In my current practice, I have used olfactory stimulation to regain group attention and focus in my children’s yoga group sessions. These children who have a variety of developmental challenges including autism spectrum disorders and sensory processing concerns, when presented with olfactory stimulation respond immediately, where verbal or visual cues are less effective. The midline orientation helps to refocus the children, and the emotional response to the stimulation gets a quick reaction of focus, attention, sharing and social responses and dialogue. Since the children have a desire for “a turn” in the group and took turns taking sniffs it encouraged turn taking, waiting and attending.
Nasal Breathing and Self-Calming
A big focus in a yoga group has always been on the poses and postures of yoga for improving strength, coordination, body awareness and balance, but it is through the breathing exercises that clients learn to relax, pace and find calmness. Through the olfactory system, I begin to teach nasal breathing and breath awareness. One exercise is called “flower breath”. Once the child understands the concept of smell, you do not need to have an actual flower, scent or something to smell. They are asked to pretend by taking a nasal breath in and slowly exhaling through their mouth at first. With practice, the exhale is later taught to be performed through the nose which is more calming. Arm movements such as bringing hands towards nose and mouth on inhale and extending arms either forward or out to sides with the exhale can be performed with the breathing exercise. With the experience of smelling, children can then engage in taking a “flower breath” anytime during the day as a way to calm, self- regulate, transition between activities and just refocus and get centered. This is an easy exercise that can be taught to teachers for use during transitions such as lining kids up to go to/or from Music, PE, recess or for calming before a test.
Sensory Integration for Picky Eaters
Olfaction, taste and trigeminal receptors together make up flavor. Our tongues can distinguish our main qualities of taste (sweet, sour, bitter, salty), but our noses can distinguish hundreds of smells. It is during the exhalation of breath that the olfaction contribution to flavor occurs in contrast to that of proper smell which occurs during the inhalation phase. (2)
During individual sessions, I have been utilizing the sense of smell with patients who are picky eaters and/or hypersensitive to smells. Using common household ingredients can affectively stimulate the olfactory and taste systems. I usually present smells in old spice jars, film containers and small bottles. Examples have included: coffee, ginger, mint, nutmeg, lemon, garlic, onion, and cocoa. Fresh fruits work well and provide both an olfactory and tactile experience. I start off with presenting only 2-3 scents in a session, but take the child’s lead if more will be presented in the session. Some children are sensory seekers and will request to smell more. In children who are verbal, discussion on foods and smells can then take place. As a precursor to feeding therapy, it is effective in desensitizing and allowing the child to be more receptive to trying new foods. In sensory integrative treatments, I have used olfactory stimulation while a child is engaged in a vestibular or “happy” activity to integrate more positive connotations with food smells. Positive emotional experiences when paired with smell, give that smell a positive connotation, as noted in research performed at Brown University. Their findings indicated that when a neutral odor is paired with an emotional event, the perception of that odor was altered to fit that association. An example noted is that Americans, tend to like the smell of wintergreen, a common ingredient in candy and gum but in Britain, where wintergreen is often used to make medicine, the odor is less pleasing. The study found smell is learned and not just a matter of genetics. (1)
This has strong implications for therapists that work with patients with feeding issues, mental health issues and during cooking sessions in a physical rehabilitation setting.
Not only is there a connection between smell and taste (2, 7) but new findings indicate that there is a sound/smell connection as well. (2, 3, 4). Perception of a smell is increased when presented together with a sound; as noted in spikes in activity at the olfactory tubercle, an area of the brain where smell is processed. The activity was significantly higher when the sound was presented than when just the smell was presented alone.
HOW DOES IT WORK? WHY DOES IT WORK?
The olfactory system is quite complex and consists of many synapses and processes. There is still much we don’t understand about how this system processes information and it’s influence. Externally we start off at the nose, where smell enters the body and interacts with cilia and smell receptors sending the signal via the 1st cranial nerve (peripheral nerve system) to the olfactory bulbs for processing. There are two olfactory bulbs; one for each nostril. Inputs from the two nostrils are processed separately just like input from our eyes. (6) From the bulbs, messages are relayed to the central nerve system and to the cortex. When information goes to the cortex, it moves via both ipsilateral and contralateral pathways with synapses at the thalamus and hypothalamus. This connection to the limbic system is involved with mood, motivation, memory and neuroendocrine regulation. The limbic connection is responsible for the emotional component of smell. (7) Olfactory information is processed in five major regions of the cerebrum: the anterior olfactory nucleus, the olfactory tubercle, the amygdala, the piriform cortex, and the entorhinal cortex. (See chart below). Every smell is coded, the experience is put in long term memory for retrieval and the context plays a part in the emotional connotation that smell will take on.
The olfactory limbic system is an old system that existed and evolved over 450 million years ago. Its importance to survival, fight and flight responses in early creatures and more currently in learning and memory should not be underestimated. (8) Its influence is often subconscious.
What would first alert us to a fire in the next room; vision, hearing or smell?
NOSE
Receives input that interacts with cilia, mucous, and smell receptors and sends information to the CNS via Cranial nerve #1 Input is then transmitted to the Olfactory bulbs. and then relayed through the CNS via ipsilateral and contralateral neural pathways. Synapses occur in the thalamus (dorsomedial nucleus) and hypothalamus before processing in five main cortexes. Anterior Olfactory (Nucleus) Cortex processes olfactory information but is not fully understood. Olfactory Tubercle is where sound/smell multi-modal processing occurs. (4) Amygdala (limbic system) is involved in emotional/social influences and responses to stimuli. Piriform Cortex (temporal lobe) is involved in identifying smells. Entorhinal Cortex is involved in memory and associations.
Chart 1. Simplifies but demonstrates the various pathways involved in Olfactory processing.
PRECAUTIONS:
Only food and safe sources of smells should be used for olfactory stimulation. Stimulation should be a quick sniff of less than a few seconds, unless of course it is something being cooked, in which case the smell may linger for longer i.e. bacon, micro waved popcorn, etc. Over stimulation or negative reactions can be noted by signs of watery eyes, rapid breathing, rapid heart rate or other signs of stress; a pulling away or a refusal should be respected. Essential oils and other aroma therapy modalities should only be used if you have been trained in their use as they are very potent and can be dangerous if used incorrectly.
Scientific research is beginning to back use of aromatherapy for many conditions. (9) You should also be aware of any allergies your patients may have or of others in your facility. Some allergic reactions can be severe.
The Alliance for Consumer Education (ACE) reports more than 1,400 inexpensive and readily available products are part of an inhalation abuse problem in this country. Air fresheners should not be used or encouraged to be smelled even if TV ads encourage it. They are part of the many commonly used products such as felt tipped markers, correction fluid, nail polish remover, computer dust removal sprays, hair spray, pressurized dessert toppings, spray paint, glue, butane lighters and cooking spray that are “huffed” or “sniffed” by children to achieve short-term highs. These compounds can cause irreversible damage to the brain, heart, lungs, kidneys, liver and even death.”
Olfactory stimulation is a sensory modality that is often under-utilized but research is showing it is a sensory component to treatment that can be effective with many patient populations. It influences learning, memory and motivation. Olfactory stimulation helps:
Improve attention skills.
Elevate or influence mood.
Teach nasal breathing for self regulation and calming.
Desensitize picky eaters to food smells and improved taste perception.
Stimulate socialization in groups.
Enhance smell tolerance when used along with positive connotations/associations.
Enhance smell perceptions when presented simultaneously with sound stimulations.
References:
1. Herz, Rachel International Journal of Comparative Psychology http://www.brown.edu/Administration/News_Bureau/2004-05/04-069.html
2. Masaoka Y, Satoh H, Akai L, Homma I. (2010). Expiration: The moment we experience retronasal olfaction in flavor. Neurosci Lett. 473:92–96. doi:10.1016/j.neulet.2010.02.024PMID 20171264
4. Wesson, D.W. & Wilson, D.A. (2010). Smelling Sounds: Olfactory-auditory convergence in the olfactory tubercle. J Neuroscience. 30:3013-1021 PMID 20181598
5. Keller A, Vosshall LB (April 2004). "A psychophysical test of the vibration theory of olfaction". Nature neuroscience7 (4): 337–8. doi:10.1038/nn1215. PMID15034588. See also the editorial on p. 315.
6. Zhou W, Chen D (2009). Binaral rivalry between the nostrils and in the cortex. Current Biology 19(18):1561-5. PMID 19699095
7. Kratskin, I.L. and Belluzzi, O. (2003) Anatomy and neurochemistry of the olfactory bulb. In "Handbook of Olfaction and Gustation" 2nd edition, ed. R.L. Doty, Marcel Dekker, New York, pp. 139-164
8. Joseph Ph.D., Rhawn Neuropsychiatry, Neuropsychology, Clinical Neuroscience 3rd Edition (Academic Press) 2000. New York
9. Hirsch, Alan R. (2003) Life's a Smelling Success Using Scent to Empower your Memory and Learning, Authors of Unity Publishing, Shasta, CA
Yoga can enhance your Occupational Therapy practice
by Jeanette Runnings
Yoga has been around for thousands of years and has been shown to be beneficial for reducing stress and anxiety levels, and improving strength, coordination and balance skills.
No matter what area of occupational therapy you practice, the benefits pertain to all of our caseloads. Yoga means union of body, mind and spirit. It is a holistic practice. It is not a religion or cult. You can be of any faith to practice yoga. The practice of yoga has been westernized over the last 40 years in the United States.
Yoga Benefits
I like to have an eclectic therapy practice drawing from many theories and approaches, which led me to add yoga to my repertoire over two years ago. An easy way to start incorporating yoga into your practice is to learn to use breathing exercises, and teach breath awareness when exercising.
Yoga breathing is usually a slow inhale through the nose and an equally slow exhale through the nose. There are other techniques and special breaths taught as part of a yoga practice, but this is an easy place to start. For example, when a patient is performing shoulder flexion exercises, he/she can inhale with the arm lift and exhale with the lowering of the arm. This makes for smoother movements and focus. If your patient has a hard time with this, you can start by having him/her count out loud.
The rhythm of the breath has a positive impact on both heart rate and respiration. Inhaling and vocalizing "Om" on the exhale at least three times helps center even the most hyperactive child. I explain "Om" as being a universal sound. The kids usually giggle when I ask if the "mmm" part of the "Om" tickles their lips.
A laughter yoga exercise of saying "ho, ho, ha, ha, ha" repeatedly for up to one minute helps strengthen the diaphragm and abdominal muscles, improves circulation and makes positive chemical changes in the brain. Dopamine and serotonin levels are affected by laughter. Endorphins released through laughter are known to be beneficial in reducing depression, stress and anxiety.
The poses or asanas as they are called, can target certain areas of the body. Weight bearing through arms and hands helps strengthen the UE in such poses as downward dog or rainbow. Balance poses such as tree or half moon require not only strength and balance, but focus and attention skills.
Yoga Yingo
In my own practice, I have worked with five boys, ages four to nine, with a variety of developmental delays in an outpatient group setting. I introduced them to yoga with the use of Yoga-Yingo games. I developed the game series with the idea that kids, especially autistic children, learn best with visual aids.
The games require visual scanning, matching skills and motor planning. Like puzzles, the games have a definite end: when all poses have been matched and performed. Yoga-Yingo is played similarly to bingo, but the competition is taken out as all players "win" at the end of the game.
The kids pick pose cards and match the cards with poses pictured on their individual game boards. Breathing is the focus at the beginning and the end of each game. This helps get the kids centered and ready to play, but also helps with the transition from game end to clean up/transition.
Some of the changes in my kids included improved balance skills and UE strength. For example, one boy went from needing to hold onto a wall for support when trying to balance in tree pose, to assuming the pose without outside support by the end of the school year. The use of breath in self calming was noted in another boy who had anger management issues.
Finding the Right Option
Our goal in therapy is to have our patients be a part of their community and to know what resources may be beneficial to them. Yoga is non-competitive and accepts people where they are.
There are many forms of yoga (e.g., Iyengar, Ashtanga, Anusara, Svaroopa) and finding the right style for your patient may take some investigating and trial and error. A Bikram Yoga class, often called "hot yoga," would be contraindicated for your patient with cardiac conditions or hypertension, as asanas are performed in a hot environment. However, your athletic patient who has recovered from an orthopedic injury may enjoy and derive benefit from this same type of yoga.
You may want to call and talk to different yoga instructors and possibly sample classes before referring your patients. There are yoga therapists that practice and specialize in working with clients with orthopedic concerns such as back, neck, shoulder and knee injuries. These classes tend to be gentler as opposed to a PiYo (Pilates and yoga combination) or Power Yoga class. You will want to see and know what is offered in your community before referring patients.
Jeanette Runnings, OTR/L, is a pediatric occupational therapist with over 20 years experience. She currently is in private practice. She teaches kids and family yoga classes with both typically and atypically developing kids. She can be contacted at jeanette@yoga-yingo.com. To learn more about the Yoga-Yingo games, please refer to her Web site:www.yoga-yingo.com.
published 10/15/07 OT ADVANCE Vol. 23 •Issue 21 • Page 22
Yoga Resources KISS Keep It Simple Yoga, by Shatka Kaur Khalsa. This book teaches about the different styles of yoga and gives examples of exercises. Fly Like a Butterfly, by Shatka Kaur Khalsa. This book is a good resource if working with children. Children's Book of Yoga and Yoga for Teens, by Thia Luby. This is another good pediatric resource, with beautifully colored pictures and demonstrations. Yoga for the Special Child, by Sonia Sumar. This book is a good resource for working with severely involved children. Sonia outlines programs in developmental sequence. Playful Family Yoga for Kids, Parents and Grandparents, by Teressa Asencia.
YOGA ... Not Just for Adults Anymore. by Jeanette Runnings, OTR/L
The ancient practice that was developed, in India, thousands of years ago, and made popular in the 70's, has more recently taken another leap in the Western Hemisphere. Children's Yoga has been gaining momentum and for good reasons. The health benefits we adults get can also be obtained by our children. Things like increased strength, flexibility, coordination, and focus, and how about illness prevention? Aren't those some of the reasons parents get their children involved in gymnastics and karate? So why not Yoga? You get the added benefits of learning to self-calm, becoming attuned to one's breathing, and relaxation (Savasana). There has been increased talk about how stressed our kids are, and then there is the increased number of children being diagnosed with ADD/ ADHD and Autism. It would make sense that parents would seek out ways for children to learn to calm themselves and de-stress. With Yoga, being the holistic practice that it is, why wait till adulthood to introduce it to our children? Let's embrace this movement. Of course, a children's Yoga practice would have to be different than an adult's. It would have to incorporate use of imagination, games and cooperation. It would have to take into consideration their growing bodies. Younger children generally have the flexibility, but not the strength or balance, while older children tend to have increased strength and balance but lose flexibility with age. Most Yoga poses, or asanas, were developed by studying nature and animals and then imitating them. This is something children can easily understand and have fun with. They can use their imaginations as they assume the poses, or asanas, like "cat", "downward dog", "cobra" or "tree" poses. Their forms may not be exact, but they are learning a skill they can use for life. Anyone who practices Yoga, knows you have to start somewhere on the journey. How soon can kids get introduced to Yoga? New moms can practice with their infants, by their feet, as young as 8 weeks old. Passively moving your infant through some poses can help with digestion, colic, and sleep. Children become more active participants when they are crawlers and walkers. My favorite age range to teach children's Yoga, would be the preschool and early elementary ages. Our classes include use of music, songs, puppets, art activities and stories. My classes all start off with a breathing activity or focus. We then move into a movement activity, which would include asanas, and/or games, usually with a theme, i.e. going to a farm, zoo or the beach. We end with a relaxation time where we may do some visualization. Teenagers can also benefit from a Yoga practice. Classes for teenagers resemble adult classes, with an increased focus on form and more challenging poses. They are experiencing many body changes and self-image issues. Yoga helps them become more attuned to their bodies and to understand strengths and limitations. This is also a time when physical benefits from Yoga will enhance their performance in school athletics. Emotionally, and spiritually, it will benefit them as they go through puberty and the changes of becoming an adult, with more responsibilities and life decisions. No one will argue the fact that being a teenager is stressful. Many a teenager has commented that Savasana is their favorite part of class. As you can see, Yoga is a lifetime practice and can benefit and be enjoyed by people of all ages. By Jeanette Runnings Jeanette is a pediatric Occupational therapist and teaches children and family Yoga classes in the Boise area. She has created the family Yoga game series called YOGA-YINGO. The games can be used in homes, schools, daycares and, of course, in Yoga classes. For more information, she can be reached at 208-362-5368 or visit www.yoga-yingo.com
Published in Aura Wellness Center - teacher training newsletter 2006, Hedra News 2/07
________________________________________________________________________________________________________________________________What What Kids are Saying about Yoga by Jeanette Runnings, OTR/L, KKY, RCYP1-2
“My favorite pose is Tiger” says Connor during his preschool yoga class at Wright Foot Forward. “When is relaxation time?” asks Jonah. Can we pick a pose from those pictured on my mat?” asks Rita. “When you say OM do your lips tickle?” asks the instructor. The whole class tries and there are lots of giggles.
At Garabatos Spanish Preschool, children learned yoga and Spanish at the same time this past year. When I pull out a frog toy, it was greeted with big smiles and shouts of “rana”. A picture of a snake(serpiente) got them all quickly on their bellies and hissing. They may have the wigglies and what preschooler doesn’t, but when relaxation came around they laid down and were quite still. They knew it as part of our routine for concluding the class.
Yoga means union, uniting body, mind and spiritual concepts. Children’s yoga classes consist of poses and movement. They are progressed rapidly from one pose to another to keep their interest and attention. Games and stories are used to piece it all together. I am often asked if I am teaching Hinduism or Buddism. I am not.
I have been teaching elementary kids at Arrowrock International School as part of their after school program. During our last session, I asked the kids what their feelings were about yoga and this is what some of them had to say:
Logan: “Good thing to relax your mind and spirit and body parts”
Jack: A good thing to stretch out and exercise”
Sydney: “Good for your body and your heart and your brain”
Terra: “Yoga is good for relaxing and being calm and stretching your body”.
Hannah: “Yoga is fun”. I couldn’t agree more. NOT ONE reported it to be a religion.
As part of my farewell to the kids I gave them a note that read: “OM” in the front, for the universal sound we often ended or started our classes with. The inside read:
“Breathe Get Focused Be strong in all you do”
The use of affirmations in a kid’s yoga class is empowering. I know each one of them in reading those words had the vision of Warrior I; standing in tall lunges with arms held high. I ended it with “Namaste”, a word that means the light in me recognizes the light in you. I’m quite happy that the kids learned quite a bit about yoga and themselves.
Published in the Hedra News 7/07 ____________________________________________________________________________________________ Sensory Processing…or as Goldilocks would say, some things are “just right”, while others are not. by Jeanette Runnings OTR/L
Most people would agree that the smell of a bakery is delicious, a rainbow is a delightful sight, and the thought of a massage is relaxing. That’s to “most people”, but there are some that would disagree. The reason would be a hyperactive or hypoactive sensory system. That smell in the bakery may be too strong to the point of being noxious or not strong enough to be noticed. That rainbow may over excite or distract a person from driving attentively, or be out of direct view and not noticed. That massage may be too firm and hurt, or not firm enough. Each person is very individual, but there is an area of average most people will agree on. This is true with all sensory systems whether it be visual, auditory, gustatory (smell), tactile (touch), proprioceptive (joint receptors), kinesthetic or vestibular (movement).
Sensory processing is ongoing and is a normal process of everyone’s day. When your system seems hypoactive, you may chew gum, have a drink, listen to music, walk, jog, jump to raise arousal. When hyperactive, you may take deep breaths, close your eyes, meditate, take a bath, or drink tea. These are a few examples of ways we regulate our sensory systems as go about our daily activities. For “most people” this works just fine.
What happens when sensory processing is dysfunctional or you are not “most people”?
A child who has sensory processing disorder (SPD) may be easily distracted by the sound or flickering of lights, heater or refrigerator noises and may totally get distraught by loud noises like sirens or vacuums. Pulling on clothing tags, picky dresser, picky eater; afraid of being bumped while in line at school; can’t stay on task as there are too many choices, are also symptoms. A child may have the need to touch everything and everyone to the point of being annoying, or may withdraw from being touched or touching; may avoid movement activities or seem to be in perpetual motion. Sensory processing problems are common in children with ADD/ADHD, Autism and other developmental diagnoses, but sometimes occur alone. SPD can cause stress, low self esteem, behavioral problems, and poor performance in school, sports and community.
How to cope with Sensory Processing Disorder?
The help of an Occupational therapist is invaluable in helping to sort out sensory issues which may be impacting one’s life and to learn strategies to cope and treat them. Respect needs and feelings of your child. Some kids have a mixed sensory system; hyperesponsive to some things and hyporesponsive to others, sometimes even within the same sensory system. Some solutions are easy like, cut clothing labels, and use clothing with few seams and comfortable fabrics. A wool blanket may keep a child awake but flannel may help put him to sleep. Too distracted and can’t focus? Calm the environment by decluttering or giving fewer choices, using blue and green schemes, give the child something to fidget with, have run or jump before a long sitting activity. Have a hyporesponsive kid? Use red and orange schemes and keep things novel and new to “capture attention”, give movement activities or use an exercise ball as a chair.
Find out more about Sensory Processing Disorder at: http://kidfoundation.org/ Learn more about Occupational therapy at www.aota.org Our local organizational site is www.id-ota.com
Jeanette Runnings is a Pediatric Occupational Therapist and kids/family yoga instructor. This article was published in the Hedra News 4/07.
Yoga is a stimulating way to reach children, especially those with Down Syndrome, Cerebral Palsy, Attention Deficit Disorder, Learning Disabilities, and other developmental delays. Yoga stimulates all affected areas and develops strength, flexibility, concentration, and balance. Yoga calms the physical body, thus making the mind peaceful and quiet. Gradually, the child becomes more organized and focused and develops tolerance for longer schedules. Yoga has a positive effect on gross motor, fine motor, and visual motor conditions. It also promotes strength and self-esteem. Anyone can maximize his or her potential from consistent practice of Yoga, and these children are no exception.
CASE STUDY OF JAYASHREE
I first met Jaya three months back, in my Yoga Studio, with her mother Madhu. Madhu is one of my oldest Yoga students. Jaya is 20 years old; a sweet young girl, who has a case of mild spasticity, with borderline intelligence, since the age of four. From then on, she has been undergoing regular physiotherapy and special education – both of which have tremendously contributed to her improvement. She attends the school for slow learners (Shraddha Centre for Exceptional Children) at Rasoolpura, Secunderabad (India). She is a student of Level “H”. This school has, and is, continuing to play a vital role in developing her all-round personality.
Jaya enrolled, along with Madhu, in regular Yoga class, which had other students also. I was quite apprehensive as to whether I would be able to teach Jaya, along with others, in a regular adult Yoga class. My doubts proved unfounded. She took just 2-3 weeks to understand about the Asanas and Pranayama techniques.
It conveyed that her IQ level is very good and she has an excellent memory. Today, Jaya is familiar with all the nuances of the Yoga routine and she has begun to show great enthusiasm for all activities. She now seems to be one-step ahead of herself in everything and without my assistance. With each passing class, her body condition is improving, and I am so contented to see her improvement.
She is also able to sustain a prolonged period of deep relaxation at the end of each Yoga session; and in fact; is very fond of this quiet time of awareness. I find her to be extremely disciplined, and regular, in that she does not want to miss any class. At times when her mother wants to miss a class for some reason, she prevails upon her. She has developed the capability to climb up two flights of stairs during this time.
Jaya’s mother has said, in her feedback, that she appears much calmer after our sessions, and there are lots of improvements in her behaviour.
Further, she has noticed the following benefits that have inured to her:-
1. Increased focus and concentration 2. More friendly and co-operative 3. Absence of Irritability 4. Better clarity in speech-engaging – in longer conversations spontaneously 5. More zestful and enthusiastic 6. Enjoying her Yoga classes thoroughly and not taking very kindly when we ask her to miss a class! 7. Improved repartee
Now, I want to bring her attention to the muscle groups – encouraging her to breathe deep and regularly – and work on perfecting her standing poses. I am sure all this is achievable in the near future. Jaya loves this class; and the other students are greatly impressed by her newfound ability to perform asanas, as well as her overall attitude and maturity. She has become the darling of our Yoga class. I know how proud Jaya would be to see herself in this article. I can well imagine her innocent and pure smile; and I am equally proud of her.
YOGA PRACTICES USEFUL FOR THESE CHILDREN
Modified Head Stand
By reversing the pull of gravity, this asana redirects the flow of blood and lymph throughout the entire body, benefiting the brain, central nervous system, and upper endocrine glands. Hold the pose for only a few seconds, and then gradually increase the duration.
These help in increasing blood flow to the head region.
Padahastasana, Trikonasana, Veerabhadrasana
They increase the energy level.
Vrikshasana, Ardhachakrasana
These postures increase balance and concentration.
Suryanamaskara
It improves flexibility of the body.
Bhujangaana, Ushtrasana, Chakrasana
These are useful for improving their self-confidence level and improve the body stance.
BREATHING EXERCISES
Omkar chanting, Kapalabhati, Bhastrika and Alternate Nostril Breathing
All these breathing exercises are very useful because these are noisy types of techniques that help to capture the attention and create a focus for the asanas that follow.
MEDITATION / DEEP RELAXATION
Om meditation, as well as loud chanting of longer mantras, gives very good effect in these children. These are useful in maintaining their concentration and improving their alertness with rest and relaxation. It helps in strengthening the nervous system and calms the mind.
DAILY FOOT MASSAGE
This helps to work out points of tension in the body.
NOTE TO PARENTS
Every child has different needs and capabilities. A pose that is beneficial for one child, may be harmful to another. Please do not attempt any of the exercises, or poses described in this article, without first consulting your paediatrician and scheduling an evaluation of your child with a certified Yoga Practitioner for the Special Child. All parents can be good role models and nourish their children’s development, and home program, by engaging in a Yoga class themselves.
If you feel inspired by this article, feel free to publish it in your Newsletter or on your Website. Our humble request is to please include the Resource as follows: Courtesy: Dr. Rita Khanna’s Yogashaastra Studio. A popular studio that helps you find natural solutions for complete health and detoxification.
Dr. Rita Khanna is a well-known name in the field of Yoga and Naturopathy. She was initiated into this discipline over 25 years ago by world famous Swami Adyatmananda of Sivananda Ashram in Rishikesh (India).
She believes firmly that Yoga is a scientific process, which helps us to lead a healthy and disease-free life. She is also actively involved in practicing alternative medicines like Naturopathy. Over the years, she has been successfully practicing these therapies and providing succour to several chronic and terminally ill patients through Yoga, Diet and Naturopathy. She is also imparting Yoga Teachers Training.
At present, Dr. Rita Khanna is running a Yoga Studio in Secunderabad (Hyderabad, India).
This article came to me via an email from Aura Wellness Center 8/09
