1)
Always have a clear intention when
beginning to teach relaxation in the
schools. Your processes and selection of
techniques should be related to
enhancing the students’ education.
Identify your desired outcome. For
example, if a student has test-taking
anxiety, your selection of relaxation
techniques should be easily applied (in
any situation or location) and easily
generalized to the classroom setting.
2)
Collaboration, collaboration,
collaboration!!! The school settings are
designed with the team approach in mind.
You are working in collaboration with
the parents, school administration, and
other school professionals permission.
When describing techniques, it is
helpful to model by using demonstrations
and experiential learning whenever
possible. Involve the teachers and
parents in the learning process.
Techniques practiced across many
settings and in many situations will be
more beneficial to the student
long-term.
3)
Communication!!! Keep the lines of
communication flowing between home,
classroom, and therapist’s office. Send
home update notes to inform parents how
the process is going and of progress
being made. Provide hints for home
application and practice. Phone calls
and one-on-one meetings are extremely
beneficial when possible, (be mindful of
the student’s language considerations
and make attempts to bridge the gap if
language differences are a factor).
4)
Terminology is important. The following
words are generally well-accepted when
fully explained: guided imagery,
imagination, positive thinking,
relaxation skills. Explain exactly how
you think the skills will benefit the
student in the classroom and enhance
achievement and/or learning. Words such
as meditation, love connection, chakras,
auras, and overuse of the word “energy”
are not as well accepted or understood
in the public school arena.
5)
Consider how best to introduce and
practice the selected techniques. Lying
on the floor and sitting in lotus
position might not be helpful while
taking a test or during quiet study
time. Use your intuition from your own
experience working/attending school.
Your practice should vary to address the
desired outcome. For instance,
practicing guided imagery in the
therapist’s office will probably look
very different from a whole-class
intervention to teach relaxation
strategies (such as deep breathing,
counting breaths, or imagining success)
while students are seated at desks.
6)
Start small. Experiment with a basic
technique such as the balloon breath and
observe the receptivity of teachers,
parents, administrators, and students.
7)
Make relaxation fun, exciting, and easy
to implement. Enhance the learning
process by introducing techniques that
feel good and are fun to practice. Add
creative artistic expression to broaden
the student experience and understanding
of their imagination experiences. Put
stickers on tummies and watch them go up
and down with the balloon breath. Be
creative. Have fun and play!!!!!!
8)
Design individualized activities.
Students will be enthralled with a new
concept if it is directly related to
their interests. For example, I worked
with a school phobic fifth grade student
once and he was extremely fearful of
entering the classroom. Soccer was his
passion. He was very resistant to my
techniques until I designed some
positive self-talk statements related to
soccer. His interest was peaked and he
was able to implement the strategies and
successfully enter the classroom within
a couple of days.
9)
Expect the giggles, particularly when
working with groups. It is normal and
expected to have several meetings in
which you simply have to wait until the
giggles and feelings of “funnies” to
pass. Students might feel embarrassed at
first, but it has been my experience
that they grow to look forward to the
serenity of pausing to relax and frolic
in the imagination for a while during
eventful, busy school days.
10)
Flexibility and unattachment to outcomes
is essential. As with any intervention,
if students, parents, teachers, or
administrators are not ready, it is not
the intervention for them at this time.
Be patient and stay connected to your
own intentions. Keep your eyes open for
opportunities to introduce guided
imagery. Some situations or students are
more ready than others.
11)
Be what you want to teach. If you show
up frazzled and discombobulated, you
will find it difficult to teach peace
and relaxation. Always ground yourself
and imagine your desired outcome before
you connect with the students, parents
or school professionals. Modeling is
very effective in teaching relaxation,
imaginative tools, and the power of
positive thinking. These concepts are
actually more often “absorbed” or
“sensed” rather than directly taught or
enforced.
12)
Finally, always check in with your own
intuition, what “feels” positive. If you
are concerned or uncertain, you will
transfer that energy to your process and
may not obtain the desired outcome. Of
course, every intervention is a learning
in progress, but is beneficial to have
done your own homework to have practiced
these techniques before you decide to
teach them to others. Seek additional
training when possible, and always keep
in mind what is appropriate for the
school setting (i.e., your basic intent
should be to enhance learning and
success in school). It is possible that
referrals for outside counseling for
more significant or situation-specific
therapy might be necessary. Remember
that working in schools is about
collaboration and you are better served
to work with your colleagues when
planning for optimal student success.
If you have any questions, comments,
suggestions, or ideas that have worked
in the schools, please contact Jennifer
Jazwierska, Ed.S.,NCSP at:
email
