{"id":725,"date":"2020-05-08T23:45:22","date_gmt":"2020-05-09T03:45:22","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=725"},"modified":"2021-08-10T15:44:37","modified_gmt":"2021-08-10T19:44:37","slug":"take-five-breathing","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/stress-management-and-coping\/deep-breathing\/take-five-breathing\/","title":{"rendered":"Take five breathing"},"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>Spread\u00a0the\u00a0fingers\u00a0of your hand,\u00a0just like a\u00a0star,\u00a0and use the index finger of the other hand to follow its\u00a0contours.<\/li>\n<li>Starting at the bottom of your thumb on the outside of your hand,\u00a0slide your\u00a0index\u00a0finger up your thumb and pause at the top. Then\u00a0slide your finger down the other\u00a0side. Now\u00a0slide your\u00a0index\u00a0finger up your\u00a0second finger, pause, and\u00a0slide down the other\u00a0side. Continue tracing your fingers\u00a0like this\u00a0until you have reached\u00a0the outside of your pinky.<\/li>\n<li>Now add breathing. Breathe in through your nose\u00a0slowly\u00a0while going up, and out through your mouth\u00a0while coming down.<\/li>\n<li>Repeat\u00a0step\u00a0two.<\/li>\n<li>Prompting debriefing questions: Do you feel calmer now? Would you like to take another\u00a0five?<\/li>\n<\/ol>\n<p>NOTE: This\u00a0can be used inside and outside of the classroom, as\u00a0well as\u00a0being used as\u00a0a personal calming\u00a0strategy. Use activity three-times\u00a0daily: in the morning, afternoon, and at end of day; or, use it during transitions\u00a0and\/or when needed.<\/p>\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>Instead of tracing their hand,\u00a0students\u00a0can draw a hand on paper and trace it if they find the\u00a0sliding of their finger uncomfortable. Or, the\u00a0image of a hand\u00a0can\u00a0be\u00a0distributed.<\/li>\n<li>Another option, instead of your hand, use the image of a\u00a0star, or a cut-out\u00a0star, and give to each\u00a0student. Each point is\u00a0a hold-in breath, exhale along each line of the\u00a0star, alternate with an inhale and an exhale.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Guided breathing exercises\u00a0are an effective tool to help\u00a0students\u00a0regulate emotions\u00a0(Metz et al., 2013). These interventions\u00a0decrease physiological arousal,\u00a0so the emotion and anxiety\u00a0students\u00a0feel becomes\u00a0less\u00a0intense (Gregoski, Barnes, Tingen, Harshfield, &amp; Treiber, 2011), and\u00a0students\u00a0can refocus their attention on learning.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Gregoski, M. J., Barnes, V. A.,\u00a0Tingen, M.\u00a0S.,\u00a0Harshfield, G. A., &amp;\u00a0Treiber, F. A. (2011). Breathing Awareness\u00a0Meditation and\u00a0LifeSkills\u00a0Training Programs\u00a0Influence Upon Ambulatory Blood Pressure and\u00a0Sodium Excretion Among African American Adolescents.\u00a0<i>Journal of Adolescent Health, 48<\/i>(1), 59-64.\u00a0doi:10.1016\/j.jadohealth.2010.05.019<\/p>\n<p>Metz,\u00a0S. M., Frank, J. L.,\u00a0Reibel, D., Cantrell, T.,\u00a0Sanders, R., &amp; Broderick, P. C. (2013). The Effectiveness\u00a0of the Learning to BREATHE Program on Adolescent Emotion Regulation.\u00a0<i>Research in Human Development, 10<\/i>(3), 252-272. doi:10.1080\/15427609.2013.818488<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To provide students with a tool to calm their anxious feelings and manage stress<\/p>\n","protected":false},"author":2,"featured_media":1722,"parent":579,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[24,45,85,47,221,28,87,239],"tags":[],"class_list":["post-725","page","type-page","status-publish","has-post-thumbnail","hentry","category-intermediate","category-junior","category-no-materials-needed","category-primary","category-promote","category-stress-management-and-coping","category-use-outside","category-virtual-option"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/725","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=725"}],"version-history":[{"count":9,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/725\/revisions"}],"predecessor-version":[{"id":2896,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/725\/revisions\/2896"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/579"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media\/1722"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=725"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=725"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=725"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}