The Learn to Relax: Relax to Learn Program
For Children, Teens and Those Who Teach and Love Them
This innovative psychosocial/educational model integrates scientifically proven mind-body approaches (stress management, guided imagery, biofeedback, music, movement, and other “stress-busters”) into a program of self expression, self awareness, and self resiliency. This program also includes the principals of emotional and social intelligence, deep listening and clear speaking into a dynamic training. Past participants have reported this Transformative Practices program has far exceeded the learning objectives listed below; setting in motion a fundamental shift in their awareness and philosophy on how to best develop children.
More than any time in history we have begun to understand the impact of stress on our health, emotions, and behavior. Kids get stressed too! Young children, because of the ongoing development of the nervous system, are particularly impacted by the stress around them. We form life long patterns in the early years on how we deal with stress. When confronted with a stressful or life threatening situation we experience what is commonly known as the ‘fight or flight’ response. This biological response to immediate danger or perceived threat causes the release of high levels of stress hormones and an increase in hyperactivity of the sympathetic branch of the autonomic nervous system. These hormones speed up the heart rate and breathing, flood the bloodstream with glucose for energy, slow digestion, redirect blood flow to the muscles and tense them in preparation to either fight or run. In children stress appears as an increase in hyperactivity, inability to concentrate and focus attention, night terrors, the development of phobias, increased emotional outbursts and behavior problems, or in some children shutting down and withdrawal and social isolation.
The “Learn to Relax : Relax to Learn Program” uses established and scientifically valid approaches, built from the Center for Mind-Body Medicine's model which has proven effective in diverse populations including: inner-city pre-school children, the traumatized children who were on the bus when the I 35W bridge collapsed in Minneapolis, war-traumatized children in Kosovo; troubled youth in American schools; post-9/11 New York City firefighters, and their spouse and children; children of parents with severe or chronic illness, and sick children. A recent training took place in New Orleans and in Jerusalem early this summer teaching mental health and school personnel how to use this work with populations of children that they serve under the most difficult conditions. The tools learned are also a profoundly effective in building awareness and resilience in already stable children and adults, and taught in programs and schools internationally.
LEARNING OBJECTIVES
• Upon completion of this training, participants should be able to:
• Understand the key elements in childhood vulnerability to stress
• Explain symptoms of stress that people of all ages exhibit
• Understand the role of stress in illness, decreased ability to learn in school, social problems, impulse control, and self esteem and how stress management is a key component of preventive health and personal well being
• Able to articulate the stress response and how it impacts the body as well as emotions
• Understand the principals of emotional and social intelligence and literacy and how to work with children to develop these skills in a fun interactive way
• Have the ability to introduce different techniques in age appropriate language to children of all ages: movement, progressive relaxation, guided imagery, autogenics, music, art and meditation for relaxation and basic nutritional concepts related to stress
• Understand the concept of moving between activities with children intuitively by using techniques that build or dissipate energy
• Obtain skills to implement self-regulation
• Understand the skills necessary to implement curriculum in your setting designed to increase resiliency in the children
Mind-body techniques also teach the power of self-awareness and self-care and, in doing so, nurture desirable qualities. It is essential that anyone wanting to use these techniques with children must be willing to practice them first on themselves. A more acute awareness of self and others develops in states of relaxation, and facilitated discussion following experiential exercises and worksheets. This allows children to understand and communicate more fully their thoughts and emotions. Understanding one’s strengths and weaknesses, beliefs, fears, hopes, and expectations, improves a sense of wellbeing and competence. Lack of self-awareness and feelings of powerlessness interferes with children’s ability to moderate stress, school performance, and the ability to form stable relationships and grow to their full potential
Lora Matz, MS, LICSW and Michele Okposo, R.Ph of Transformative Practices have extensive experience working directly with children of all ages beginning at age 3 and up. They have created curriculum for specific environments and populations such as school teacher’s, pre-schools, mental health personnel, homeless shelters and a school for unwed mother’s in addition to offering parent child “Stress-Busting” groups. They are available to conduct train the trainer workshops, tailor made for any setting, and are also available to do direct work and demonstrations with children from three through the teens. When there is a need, they also have a trained team of professionals available to work with very large groups of children of all ages.
To contact them, please call or email:
Lora Matz: Lora@transformativepractices.com 651-592-1176
Michele Okposo: Michele@transformativepractices.com 612-310-8876
