Professional Documents
Culture Documents
Science Supports Our Intuition about the Importance of Deep Breathing:
Breathing Slows Down Heart Rate; Blood Pressure is Lowered or Stabilized; Calmness Prevails
Shallow
breathing
limits
the
diaphragm’s
range
of
motion,
limiting
the
lowest
part
of
the
lungs
from
getting
its
full
share
of
oxygenated
air.
This
can
make
you
feel
short
of
breath
and
anxious.
Deep
abdominal
breathing
encourages
full
oxygen
exchange
—
that
is,
the
beneficial
trade
of
incoming
oxygen
for
outgoing
carbon
dioxide.
The
heartbeat
is
slowed
down
and
blood
pressure
is
lowered
or
stabilized.
Esther
Sternberg,
physician,
author
of
several
books
on
stress
and
healing,
and
researcher
at
the
National
Institute
of
Mental
Health,
says
rapid
breathing
is
controlled
by
the
sympathetic
nervous
system
that
is
part
of
the
"fight
or
flight"
(freeze
or
faint)
response
—
the
part
activated
by
stress.
In
contrast,
slow,
deep
breathing
actually
stimulates
the
opposing
parasympathetic
reaction
—
the
one
that
calms
us
down.
"The
relaxation
response
is
controlled
by
another
set
of
nerves
—
the
main
nerve
being
the
Vagus
nerve.
Think
of
a
car
throttling
down
the
highway
at
120
miles
an
hour.
That's
the
stress
response,
and
the
Vagus
nerve
is
the
brake,"
says
Sternberg.
"When
you
are
stressed,
you
have
your
foot
on
the
gas,
pedal
to
the
floor.
When
you
take
slow,
deep
breaths,
that
is
what
is
engaging
the
brake."
http://www.npr.org/2010/12/06/131734718/just-‐breathe-‐body-‐has-‐a-‐built-‐in-‐stress-‐reliever
In
addition
to
Creswell,
the
research
team
consisted
of
Janine
M.
Dutcher,
who
participated
as
a
Carnegie
Mellon
undergraduate
student
and
is
now
at
UCLA;
William
M.
P.
Klein
of
the
National
Cancer
Institute;
Peter
R.
Harris
of
the
University
of
Sheffield;
and
John
M.
Levine
of
the
University
of
Pittsburgh.
http://www.cmu.edu/homepage/health/2013/summer/benefits-‐of-‐self-‐affirmation.shtml
Research
published
in
Psychological
Science,
a
journal
of
the
Association
for
Psychological
Science,
explores
the
neurophysiological
reactions
that
could
explain
how
self-‐affirmation
helps
us
deal
with
threats
to
our
self-‐integrity.
“Self-‐affirmation
reduces
threat
and
improves
performance,
Lisa
Legault
of
Clarkson
University.
and
her
colleagues
Michael
Inzlicht
of
the
University
of
Toronto
Scarborough
and
Timour
Al-‐
Khindi
of
Johns
Hopkins
University
Legault
and
her
colleagues
Michael
Inzlicht
of
the
University
of
Toronto
Scarborough
and
Timour
Al-‐Khindi
of
Johns
Hopkins
University
posed
several
hypotheses.
They
theorized
that
because
self-‐affirmation
has
been
shown
to
make
us
more
open
to
threats
and
unfavorable
feedback,
it
should
also
make
us
more
attentive
and
emotionally
receptive
to
the
errors
that
we
make.
Participants
in
the
self-‐affirmation
condition
made
fewer
errors
of
commission
–
pressing
the
button
when
they
shouldn’t
have
–
than
did
those
in
the
non-‐affirmation
condition.
http://www.psychologicalscience.org/index.php/news/releases/self-‐affirmation-‐enhances-‐
performance-‐makes-‐us-‐receptive-‐to-‐our-‐mistakes.html
Science
Supports
Our
Intuition
about
the
Power
of
Touch:
Improvements
in
the
pulmonary
functions
of
children
with
asthma
Kim,
J.,
Wigram,
T.,
&
Gold,
C.
(2009).
Emotional,
motivational
and
interpersonal
responsiveness
of
children
with
autism
in
improvisational
music
therapy.
Autism,
13,
389-‐
409.
Thirty-‐two
children
with
asthma
(16
4-‐
to
8-‐year-‐olds
and
16
9-‐
to
14-‐year-‐olds)
were
randomly
assigned
to
receive
either
massage
therapy
or
relaxation
therapy.
The
children’s
parents
were
taught
to
provide
one
therapy
or
the
other
for
20
minutes
before
bedtime
each
night
for
30
days.
The
younger
children
who
received
massage
therapy
showed
an
immediate
decrease
in
behavioral
anxiety
and
cortisol
levels
after
massage.
Also,
their
attitude
toward
asthma
and
their
peak
air
flow
and
other
pulmonary
functions
improved
over
the
course
of
the
study.
The
older
children
who
received
massage
therapy
reported
lower
anxiety
after
the
massage.
Their
attitude
toward
asthma
also
improved
over
the
study,
but
only
one
measure
of
pulmonary
function
(forced
expiratory
flow
25%
to
75%)
improved.
The
reason
for
the
smaller
therapeutic
benefit
in
the
older
children
is
unknown;
however,
it
appears
that
daily
massage
improves
airway
caliber
and
control
of
asthma.
Escalona,
A.,
Field,
T.,
Singer-‐Strunk,
R.,
Cullen,
C.,
&
Hartshorn,
K.
(2001).
Improvements
in
the
behavior
of
children
with
autism.
Journal
of
Autism
and
Developmental
Disorders,
31,
513-‐516.
Twenty
children
with
autism
ranging
in
age
from
3
to
6
years
were
randomly
assigned
to
massage therapy and reading attention control groups. Parents in the massage therapy group were
trained by a massage therapist to massage their children for 15 minutes prior to bedtime every
night for one month while the parents of the attention control group read Dr. Seuss stories to
their children on the same time schedule. Conners Teacher and Parent scales, classroom and
playground observations and sleep diaries were used to assess the effects of therapy on various
behaviors including hyperactivity, stereotypical and off-task behavior, as well as sleep problems.
Results suggested that the children in the massage group exhibited less stereotypic behavior and
showed more on-task and social relatedness behavior during play observations at school, and
they experienced fewer sleep problems at home.
Twenty preschool children with behavior problems were randomly assigned to a massage group
or a story reading attention control group. The sessions occurred for 15-minutes twice a week for
a month. Pre and post session ratings were made on the first and last days of the study by
teachers who were blind to the child’s group assignment.
These revealed that the children in the massage therapy group: 1) were more drowsy, less active,
less talkative and had lower anxiety levels after the sessions; and 2) were less anxious and more
cooperative by the end of the study
http://www6.miami.edu/touch-‐research
Science
Supports
Our
Intuition
about
the
Significance
of
Mindfulness
Over
the
past
2
decades
hundreds
of
studies
and
research
projects
have
been
done
on
mindfulness
practices.
Fortune
500
companies
provide
mindfulness
instruction
to
their
employees
to
reduce
stress.
Hospitals
refer
patients
who
suffer
from
emotional
and
physical
pain
to
mindfulness
courses.
Schools
in
the
USA
are
using
mindfulness
practices
to
help
students
succeed.
A
randomized-‐controlled
study
done
during
the
2011-‐12
school
year
demonstrates
the
social
and
emotional
benefits
that
occurred
over
a
6
week
time
period.
Children
showed
an
increase
in
attention,
calmness,
social
compliance,
and
caring
towards
others.
Research
has
found
that
Mindfulness
Training
for
children
increases
attention
and
social
emotional
awareness.
• Students
are
able
to
stay
more
focused
and
pay
more
attention
in
class.
• Awareness
of
their
body,
thoughts,
and
emotions
increase.
• They
experience
less
test
anxiety.
• Classroom
management
improves
because
mindfulness
improves
impulse
control
and
interpersonal
skills.
• Executive
function
increases,
a
key
predictor
of
academic
success.
http://mindfulnessforchildren.org/research/
Science
Supports
Our
Intuition
about
the
Benefits
of
Laughter:
Immune
response.
Increased
stress
is
associated
with
decreased
immune
system
response.
Some
studies
have
shown
that
the
ability
to
use
humor
may
raise
the
level
of
infection-‐fighting
antibodies
in
the
body
and
boost
the
levels
of
immune
cells,
as
well.
Blood
flow.
Researchers
at
the
University
of
Maryland
studied
the
effects
on
blood
vessels
when
people
were
shown
either
comedies
or
dramas.
After
the
screening,
the
blood
vessels
of
the
group
who
watched
the
comedy
behaved
normally
-‐-‐
expanding
and
contracting
easily.
But
the
blood
vessels
in
people
who
watched
the
drama
tended
to
tense
up,
restricting
blood
flow.
Stress Reducer.
Laughter
reduces
the
level
of
stress
hormones
like
cortisol,
epinephrine
(adrenaline),
dopamine
and
growth
hormone.
It
also
increases
the
level
of
health-‐enhancing
hormones
like
endorphins.
Laughter
increases
the
number
of
antibody-‐producing
cells
we
have
working
for
us,
and
enhances
the
effectiveness
of
T
cells.
All
this
means
a
stronger
immune
system,
as
well
as
fewer
physical
effects
of
stress.
Laughter
connects
us
with
others.
Just
as
with
smiling
and
kindness,
most
people
find
that
laughter
is
contagious,
so
if
you
bring
more
laughter
into
your
life,
you
can
most
likely
help
others
around
you
to
laugh
more,
and
realize
these
benefits
as
well.
By
elevating
the
mood
of
those
around
you,
you
can
reduce
their
stress
levels,
and
perhaps
improve
the
quality
of
social
interaction
you
experience
with
them,
reducing
your
stress
level
even
more!
https://www.verywell.com/the-‐stress-‐management-‐and-‐health-‐benefits-‐of-‐laughter-‐
3145084
Science Supports Our Intuition about the Value of Movement & Music:
The
ear
is
the
most
fully
developed
of
the
sense
organs
at
birth
and
the
last
sense
to
stop
at
death.
Much
of
the
previous
information
is
a
result
of
the
work
of
Dr.
Alfred
Tomatis
who
is
credited
with
‘discovering’
that
the
voice
only
represents
what
the
ear
can
hear,
also
known
as
the
Tomatis
Effect.
His
research
has
done
much
to
help
with
developmental
delays
and
disabilities
including
autism.
A
person’s
ability
to
hear
affects
abilities
and
emotion.
It
is
believed
it
is
because
the
music
stimulates
a
part
of
the
brain
related
to
memory.
Having
this
information,
we
need
to
implement
it
in
early
childhood
by
providing
activities
that
encourage
active
listening
skills.
These
activities
can
include
rhythm
stick
activities,
imitating
vocal
sounds,
and
marching
Movement
and
Rhythm
Stimulate
the
Frontal
Lobe
of
the
Brain
Important
in
Language
Development.
The
brain
works
by
electrical
current
thereby
needing
oxygen
and
water
to
function
well.
Movement
helps
to
provide
one
of
these
two
elements,
oxygen.
With
movement,
the
brain
produces
a
neuro-‐chemical
called
endorphins.
This
chemical
causes
a
feeling
of
energy
and
makes
the
brain
more
conducive
to
learning.
This
portion
of
the
brain
grows
between
the
ages
of
two
and
six.
It
has
another
growth
spurt
at
around
the
age
of
twenty-‐two.
(Brewer,
C.,
&
Campbell,
D.,
1991.
Rhythms
of
Learning:
Creative
Tools
for
Developing
Life
Long
Skills.
Tucson:
Zephyr
Press.)
The
vestibular
system
(part
of
the
ear
related
to
balance
and
movement
must
be
activated
for
learning
to
take
place.
(Hannaford,
C.
2005.
Smart
Moves:
Why
Learning
Is
Not
All
In
Your
Head.
Arlington
Virginia:
Great
Ocean
Publishers.)
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=601
Kim,
J.,
Wigram,
T.,
&
Gold,
C.
(2009).
Emotional,
motivational
and
interpersonal
responsiveness
of
children
with
autism
in
improvisational
music
therapy.
Autism,
13,
389-‐
409.
Children
with
autism
were
randomly
assigned
to
improvisational
music
therapy
and
toy
play
sessions.
Improvisational
music
therapy
produced
markedly
more
and
longer
events
of
'joy',
'emotional
synchronicity'
and
'initiation
of
engagement'
behaviors
in
the
children
than
toy
play
sessions.
In
response
to
the
therapist
interpersonal
demands,
'compliant
(positive)
responses'
were
observed
more
in
music
therapy
than
in
toy
play
sessions,
and
'no
responses'
were
twice
as
frequent
in
toy
play
sessions
as
in
music
therapy.