{"id":1110,"date":"2020-05-13T22:09:03","date_gmt":"2020-05-14T02:09:03","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=1110"},"modified":"2021-08-15T15:10:44","modified_gmt":"2021-08-15T19:10:44","slug":"prenez-cinq-respirations","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/gestion-du-stress-et-adaptation\/la-respiration-profonde\/prenez-cinq-respirations\/","title":{"rendered":"Prenez cinq respirations"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><ol>\n<li>\u00c9talez les doigts d\u2019une main en forme d\u2019\u00e9toile avec la paume tourn\u00e9e vers vous et utilisez l\u2019index de l\u2019autre main pour en tracer le contour.<\/li>\n<li>En commen\u00e7ant par le bas du pouce sur l\u2019ext\u00e9rieur de votre main, faites glisser l\u2019index sur le pouce et faites une pause en haut. Puis glissez l\u2019index de l\u2019autre c\u00f4t\u00e9 en descendant. Glissez maintenant l\u2019index vers le haut du deuxi\u00e8me doigt, puis glissez-le de l\u2019autre c\u00f4t\u00e9. Continuez \u00e0 tracer vos doigts de cette mani\u00e8re jusqu\u2019\u00e0 ce que vous ayez atteint l\u2019ext\u00e9rieur du petit doigt.<\/li>\n<li>Ajoutez maintenant la respiration guid\u00e9e. Inspirez lentement par le nez en montant, et expirez par la bouche en descendant.<\/li>\n<li>R\u00e9p\u00e9tez la deuxi\u00e8me \u00e9tape.<\/li>\n<li>Faites un compte rendu \u00e0 l\u2019aide des questions suivantes : Vous sentez-vous plus calmes maintenant? Voulez-vous prendre cinq autres respirations?<\/li>\n<\/ol>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Si le glissement sur leur main est d\u00e9sagr\u00e9able pour eux, les \u00e9l\u00e8ves peuvent dessiner une main sur du papier et la tracer avec un crayon ou un doigt. Ou l\u2019enseignant peut distribuer une image d\u2019une main.<\/li>\n<li>Une solution alternative \u00e0 la main consiste \u00e0 utiliser une image ou une d\u00e9coupe d&#8217;\u00e9toile. On en donne une \u00e0 chaque \u00e9l\u00e8ve. \u00c0 chaque pointe de l&#8217;\u00e9toile, on inspire et on marque une pause, puis on expire doucement en prenant son temps, le long de chaque c\u00f4t\u00e9; on peut alterner entre les inspirations et les expirations.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Donnes-probantes-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneDonnes-probantes-0' aria-expanded='false' aria-controls='collapseOneDonnes-probantes-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Donn\u00e9es probantes<\/h3><\/a><\/div><div id='collapseOneDonnes-probantes-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneDonnes-probantes-0' data-parent='#accordion0'><div class='card-body'><p>Les exercices de la respiration guid\u00e9e sont des outils efficaces qui aide les \u00e9l\u00e8ves \u00e0 ma\u00eetriser leurs \u00e9motions (Metz et al. 2013). Ces interventions r\u00e9duisent l\u2019excitation physiologique, diminuant ainsi l\u2019intensit\u00e9 des \u00e9motions et l\u2019anxi\u00e9t\u00e9 des \u00e9l\u00e8ves (Gregoski, Barnes, Tingen, Harshfield, &amp; Treiber, 2011), ce qui permet aux \u00e9l\u00e8ves de se concentrer sur l\u2019apprentissage.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Rfrences-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneRfrences-0' aria-expanded='false' aria-controls='collapseOneRfrences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> R\u00e9f\u00e9rences<\/h3><\/a><\/div><div id='collapseOneRfrences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneRfrences-0' data-parent='#accordion0'><div class='card-body'><p>Gregoski, M. J., Barnes, V. A., Tingen, M. S., Harshfield, G. A., &amp; Treiber, F. A. (2011). Breathing Awareness Meditation and LifeSkills Training Programs Influence Upon Ambulatory Blood Pressure and Sodium Excretion Among African American Adolescents. <em>Journal of Adolescent Health, 48<\/em>(1), 59-64. doi:10.1016\/j.jadohealth.2010.05.019<\/p>\n<p>Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., &amp; Broderick, P. C. (2013). The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation. <em>Research in Human Development, 10<\/em>(3), 252-272. doi:10.1080\/15427609.2013.818488<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Fournir aux \u00e9l\u00e8ves un outil pour les aider \u00e0 calmer l\u2019anxi\u00e9t\u00e9 et \u00e0 g\u00e9rer le stress  <\/p>\n","protected":false},"author":2,"featured_media":1721,"parent":962,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[99,79,93,95,241,103,97,233],"tags":[],"class_list":["post-1110","page","type-page","status-publish","has-post-thumbnail","hentry","category-aucun-materiel-requis","category-gestion-du-stress-et-adaptation","category-intermediaire","category-moyen","category-option-virtuelle","category-peut-se-faire-a-lexterieur","category-primaire","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/1110","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/comments?post=1110"}],"version-history":[{"count":9,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/1110\/revisions"}],"predecessor-version":[{"id":2939,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/1110\/revisions\/2939"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/962"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media\/1721"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=1110"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=1110"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=1110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}