The Kids Yoga Resource

ChildLight Yoga 95-hour Children’s Yoga School (RCYS) Graduate Interview: Carolyn Coe, RYT

This is a personal perspective of an individual service experience of a Certified ChildLight Yoga Instructor. Articles, interviews and other communications shared by ChildLight Yoga, LLC are intended to demonstrate the reach and impact of yoga and mindfulness practices for children and in no way reflect any particular political views.

Q: How did you find your way to ChildLight Yoga?

A: On a reporting trip to Palestine, I witnessed how traumatized the children were after regular house raids. I was practicing yoga to keep myself centered and wanted to share the tools of yoga I was using to help them find inner calm despite their tense environment. Upon my return to the US, I talked with my regular yoga teacher about my interest in teaching yoga to children. She suggested that before I took the plunge into a 200-hour YTT program that I dip my toes in the water with a course at ChildLight Yoga and explore what resonated with me.

Q: Why are you interested in yoga and mindfulness for children? 

A: Yoga helps children build strength and flexibility, both physically and mentally, so that they can become more resilient. They build self-confidence and a sense of connectedness with others and their environment. I am drawn to teaching yoga to children as it helps them deepen their respect for themselves and those around them.

Q: Can you tell us about your overall training experience with ChildLight Yoga? Any special details you wish to share?  

A: The focus on alignment in the adult yoga class I had been taking for years made me wary of establishing a home practice. What if I weren’t doing each yoga form correctly and reinjured my knee? During the first yoga training at ChildLight Yoga, the trainer insured that we had a safe practice, but for the first time, I allowed myself to relax into the yoga forms. I could feel my shoulders, my whole body, soften, no longer feeling like a tight rubber band. That first ChildLight training taught me what my regular instructor had always said but I had not yet embodied, that we can go deeper not by pushing but by using the breath and releasing. It was the nonjudgmental, playful atmosphere created by the trainer and fellow students that helped me discover what yoga could be.

In various ChildLight Yoga trainings, I discovered interests I didn’t expect. I never would have imagined how much fun I’d have teaching yoga to preschoolers; I love selecting the books for story time yoga with them. And had I not done the training on working with children with special needs, I would not have applied to a program to become an advocate for children with developmental disabilities. The CLY trainings broadened the population of students I once thought I would serve.

Q: How are you applying what you learned with your community? What are you passionate about sharing?

A: I have strived to go to where kids are: to a public library, a YMCA, a homeless shelter, a daycare. I have also reached out to local schools. In my rural area with overly scheduled kids and working parents, it makes the most sense to advocate for adding yoga to the curriculum of pre-existing programs.

Most important to me is helping children and families cultivate inner strength to better support themselves and others in life. Through the yoga practice–as we explore our innermost values–we can express compassion to ourselves and others, find community, and fill a toolbox with techniques for finding calm despite the vicissitudes of life.

Q: What do you find to be the most beneficial yoga and mindfulness tools for the population that you work with these days?  

A: With slow deep breaths we can regulate how we feel and how we respond to different situations. I find nothing more transformative than learning to use the breath techniques of yoga.

Q: Can you describe for us the most rewarding moment that you've had so far in your kid's yoga teaching journey?

A: In December, 2018, I traveled to Kabul for the sixth time, where I volunteer with youth at the Borderfree Nonviolence Community Centre. The youth often question aloud if they will be alive the next day. The stressors of daily life means that anger often arises and not all the youth know a healthy outlet for it.

During my visits, I have led audio editing workshops and yoga classes. On my most recent visit, during the game of Add One, I would sit, holding the space, observing, as students rested in legs up the wall or in child’s pose. They seemed at peace. That during our yoga practice they could find moments of inner peace moved me in a profound way.

 

Carolyn Coe earned a 200-hr. YTT certificate from the ShivaShakti School of Yoga in Union, Maine in 2016, and in 2019 completed the ChildLight Yoga 95-hr. Children’s Yoga Teacher Certification. She has also completed more than 40 hours of trauma-sensitive yoga teacher training and is currently pursuing a 300-hr. YTT program at Kripalu. Her AB in English Language and Literature is from the University of Michigan, Ann Arbor, and she holds an MA from New York University from the Draper Interdisciplinary Program in the Humanities and Social Thought. In addition to teaching yoga, she is an adjunct writing instructor for the University of Maine at Augusta. She loves traveling, reading, and being active in the outdoors. She lives with her dog Taiga in Maine.

 

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Meet the Trainer: Rochelle Jewell

Tell us about yourself. 

 

I’m a pretty passionate person; passionate about my life and my work.  I’m a mother of adult children, have two grandchildren and a husband of 25 years.  My parents and grandmother are living so I am blessed to have 5 generations of family that surround me.  I love to be outside.  Whether in nature, hiking or on a beach, digging in the dirt of my garden or simply sitting on the front porch or outside at a restaurant, the sun and fresh air call to me.  I try to live my yoga, to create a life/work blend that nourishes me and also serves others.  I believe the things we do in yoga, the breathing, the feeling, the focusing, the moving and the noticing are tools that can be learned and can help everyone live healthier and happier lives.  

 

How did you find ChildLight Yoga?

 

Well… I kind of found CLY a bit backwards from how many people find it.  I wasn’t honestly looking for “kids yoga.”  I was looking for a community, connection and support for an idea I had.  I realized that I wanted to focus my yoga teaching on serving people with specific needs.  It was a different approach from teaching in a traditional yoga studio and I decided to reach out to colleagues I knew in the world of disabilities to see if they felt this would be a niche where I could provide some real benefit.  On a whim, I reached out to Lisa Flynn, whose work I admired (we didn’t know each other beyond Facebook at the time).  Lisa was so supportive and excited about me taking this leap of faith.  We connected at our first face to face meeting, went on a road trip to a conference together just a few weeks later and there began a friendship and professional relationship that ultimately has evolved into me becoming a ChildLight Yoga trainer. 

 

You started a nonprofit, would you share a bit about it with all of us? 

 

It’s funny, as I’m thinking about it…all three things have truly developed simultaneously- independently, but so intricately entwined.  That first road trip that Lisa and I went on was to a Yoga Service Conference.  At that conference, I was so inspired by the breadth of opportunities to serve individuals in vulnerable populations, that shortly after returning home I began to percolate the idea with friends/yoga colleagues.  Within four moths, we dove into creating a non-profit.  SATYA:  Seacoast Area Teachers of Yoga in Action increases access to yoga for people in at risk of vulnerable populations.  We teach yoga to women who are incarcerated, people who are in recovery from substance use disorder, individuals with developmental disabilities, cancer patients and their caregivers and trauma survivors.

 

Why are you drawn to teaching yoga to children with special needs?

I’ve always felt that yoga was less about the practice and more about the individual…that our practice should meet the needs of the student on the mat (or in the chair). Initially, I was drawn to yoga and teaching with this in mind. I never intended to teach yoga to children with special needs. When a child with Down Syndrome came into my life and I began to share yoga with her, other opportunities naturally came up as I shared yoga with her peers/at events etc. This was something that continued to evolve over the past decade or so. About six years ago, I realized suddenly that my favorite classes to teach were those to individuals with disabilities. I made a conscious decision at that time to focus on teaching to populations with specific needs. Yoga can make a huge difference in the lives of children with special needs. It provides opportunities for connection and a sense of accomplishment, tools for self-regulation, physical benefits and more. The benefits really depend on the needs. The amazing thing about yoga is that the practices can be tweaked to address specific goals. I continue to be drawn to this work because I have seen profound transformation in children whose families have made yoga a part of their lives… I mean big changes- kids who are literally bouncing of the walls when I first meet them, to now (after weeks or months or years of practice) calming settling onto their mats at the beginning of a class and moving through a complete practice. What can be more rewarding than knowing that someone is finally comfortable in their own skin??

Do you think it takes a certain type of person to teach yoga to children with special needs? What are some of the best qualities / characteristics these teachers possess?

I do. Compassion is a must, but that is really the easiest part. Patience is so important- both with the students, and with yourself. Depending on the children, things can get really, really messy at times. Teachers have to be able to let go of expectations and not judge the class on to what extent every student participated. There have been times when teaching, that I have thought to myself, “What in the world am I doing here? I have no idea what to try next. This class is a total bust…” At those times, it’s important to let go and be non-reactive, to be creative and to have a sense of humor. So, I would say confidence is important, but with flexibility (if that makes sense). These teachers have to be very skilled at reading a student and a group and adjusting a class, sometimes very quickly, to meet the needs of the children in front of them.

Say I am teaching a public children's yoga class and a child with special needs wants to take the class. What are some general tips for accommodating a child with special needs in a yoga class that's open to any child?

First, just say “Yes.” Allow that child to join the class, if you are at all comfortable in your own abilities. There are so many things that children with special needs are still excluded from. In yoga, we are all the same. Give it a chance, knowing that if it doesn’t work, you can be honest about that afterward. Next, learn as much as you can about the specific needs and behaviors of the child to minimize surprises. If the needs of the child are significant, and he or she might need help that you cannot provide while teaching, invite the parent or caregiver to participate in the class. Don’t worry about the experience of other children in the class being diminished. In my experience, children can be very supportive of each other. Those are the general tips. From there, what you would do to accommodate the child will, of course, vary according to needs.

What are the differences in the way you would teach a class to a child with severe autism vs. a high functioning autistic child? Am I using correct terminology for this? Can you give other examples of the differences in ways you would teach to children with different needs?

As far as terminology, think “person first language.” For example, use the words “a child with autism,” rather than “an autistic child.”  Autism Spectrum Disorder presents in children in many different ways, thus the current terminology of “spectrum”. Symptoms may vary from mild, where a child might experience difficulties with social interaction or experience some anxiety, to severe, where a child may not speak or interact with others at all. Many children with ASD have sensory differences and are sensitive to certain sounds, tactile sensations or lighting. Some, with more severe symptoms, may react physically to certain situations by hitting, biting, or pulling hair (either their own or others). With such a wide range of needs within a specific diagnosis, it’s important to remember that we don’t address the diagnosis, but how it presents within a child. The same can be said for other disabilities, like Cerebral Palsy. Some children with CP may be ambulatory, others may use crutches or power wheelchairs. I believe that it’s important to know certain characteristics of specific diagnoses so a teacher knows precautions to take in a yoga class, but to teach to who you see in front of you.

What resources can we rely on to make sure that the words we use to identify different special needs in children are inclusive, kind and correct?

Of course, language changes over time, and words that were previously used to identify special needs or disabilities in children change over time. Also, what is acceptable language to some, may be offensive to others. Kathie Snow’s article on person first language is a good place to start and her website, Disability is Natural, has many other good articles and resources, as well. I also think it is important to learn about the culture of the organizations you are teaching in. What language do they use? Are the children at a particular location called, “residents”, “consumers”, “members”, “friends?” I also take cues from parents. Some parents say that their children have “special needs”, others may say “disability” and others may use the term “exceptional.” It’s hard to “make sure” that we are using correct language, but we can certainly do our research and do our best!

Do you interact with parents / caregivers of the children you teach to get a better sense of their needs? How do you go about doing this as sensitively as possible?

Absolutely. I think it is so important to have open and honest conversations about the specific needs of a child. Parents and caregivers are painfully aware of the challenges their children face. Let’s not pretend they don’t exist, but find the best ways we can to meet these kids where they are, while providing opportunities for challenge and growth. I will ask questions like: “Is he/she sensitive to sound/touch/light?” “Does he/she ever act out physically?” “Does he/she have any physical pain, digestive issues, anxiety?” These questions might come up at intake, or if I notice certain behaviors at other times. I also tell parents/caregivers what we are working on. For example, I recently told a father, “Today, I worked him really hard. We worked on picking cards one by one and following the routine that I set up. Even though he wanted to use a different card deck, I stuck to my guns and he participated. At the end of our session, he said, “I did awesome job!”

Can you offer any bits of wisdom or advice for new teachers?

If you are interested in this work, do your research and lots of self-study. Continue to learn, not only about yoga, but the disability community. Be patient with yourself and others. Embrace the diversity. Love your students for who they are.

Join Rochelle this July 17-19, 2018 in Dover, NH or September 28-30, 2018 in Bethlehem, PA for her 18-hour Yoga & Mindfulness for Children and Teens with Special Needs Teacher Training.

She will also be teaching her one-day Trauma Informed Yoga & Mindfulness for Children Workshop on July 16 and November 16, 2018 in Dover, NH and September 28 in Bethlehem, PA.

Rochelle Jewell, E-RYT, is the founder of My OmAbilities Yoga and the co-creator/author of the ChildLight Yoga for Children & Teens with Special Needs Training and manual. She is a Kripalu Certified Yoga teacher and personal trainer with more than a decade of experience sharing yoga with individuals with a variety of disabilities. Rochelle has completed the Creative Relaxation® Yoga Therapy for Children with Autism and Special Needs Level 2 training with Louise Goldberg and the Zensational Kids teacher training with Allison Morgan. Rochelle recently completed a fellowship with the NH LEND Program through UNH, which included 300 hours of graduate level, interdisciplinary, leadership training in developmental disabilities. She is currently pursuing a graduate certificate in Intellectual and Developmental Disabilities...read more here. 

 

Five Reasons Why Being Trauma-Informed Matters When Teaching Yoga to Children

 

 

 

 

 

 

 

 

 

When you hear the phrase “kids’ yoga,” you probably picture children joyfully creating animal yoga poses with their bodies, singing songs, building partner postures, playing games and easily socializing with classmates.

These are all typical aspects of yoga and mindfulness classes for children. But of course the intention of sharing yoga with children extends far beyond that. In addition to the poses, breathing, songs and games, yoga for children is also about the relationship we form with our students and the space we hold for them to grow, develop and learn. With some children and teens this come easily, but others may struggle with some or all of these components. For children who have unresolved trauma, the very activities that might bring joy and laughter to some children can instead bring fear and pain if not offered through a trauma-informed lens.

Here are 5 reasons to be trauma-informed when teaching yoga to children:

Reason #1: We know from surveys and studies, that at least 2/3 of children in the U.S. experience some form of trauma before the age of 18. In areas where violence and poverty are prevalent, or in cases of natural or man-made disasters, that statistic is even higher. We often do not know the history of the children we teach in our yoga classes. With the prevalence of trauma being that high, it is likely you will be teaching children who will have experienced some form of trauma, whether you are aware of it or not.

Reason #2: Numerous studies show that psychological trauma can have a lasting effect on the body and the brain. These effects can be invisible and can manifest in any number of ways throughout a child’s lifetime, potentially continuing well into adulthood if not addressed. By recognizing how trauma can occur and how it might manifest in the body and brain, we can bring more understanding, compassion and mindful awareness to our yoga classes for children.

Reason #3: Researchers, including Sat Bir Khalsa at Harvard Medical School, and Dave Emerson at the Trauma Center in Boston, MA, have discovered that yoga, mindfulness and particular types of breathing exercises, can be healing when presented in a trauma-informed way.

Reason #4: Unanticipated touch, particular scents, sounds or postures that are often well-tolerated by children who have not experienced trauma, can be very uncomfortable for some children (and adults) who have a trauma history. This discomfort can lead to withdrawal, fear, pain, or what may look like behavior issues. When we understand this, we are better able to recognize and address children’s individual needs.

Reason #5: Building supportive relationships is one of the key ways that children who have experienced trauma can start to develop resilience. This can take place in the yoga studio, school, therapy office or at home. Understanding how to build resilience and relationships with children is a crucial part of teaching with a trauma-informed lens. It is also one way we can make a positive and potentially healing impact on the lives of our students.

In my work as an Occupational Therapist in a specialized school, 100% of my students have experienced some form of trauma in their young lives. I see students with multiple (often changing) diagnoses, behavior challenges, physical and mental health issues, difficulty forming healthy attachments and learning challenges. Yet, I am in awe of their resilience in the face of incredible odds.

In addition to my OT duties, I helped develop and run our yoga & mindfulness program. Each week, all students in grades K-8 participate in one 30-60 minute mat-based yoga class. We also integrate yoga & mindfulness into the classroom. While we may include music, breathing, postures, games and relaxation, our focus is on building a sense of safety, community, self-regulation, empathy and respect. All of our work, both in my yoga classes and in our school in general, is done through a trauma-informed lens. We get to know our students and what helps or hinders them. We build trust and a relationship that allows for growth, taking into account each students’ individual challenges and needs.

I partnered with Rochelle Jewell, E-RYT 200, C-IAYT, to create a one-day workshop titled, Trauma-Informed Yoga & Mindfulness for Children, focused on sharing with others how to bring a trauma-informed lens to their kids’ yoga classes and other work with children and youth. In this training, we share about how trauma happens, how the body and brain react, some signs and symptoms of trauma, and how to make your classes and interactions with children trauma-informed.

What participants are saying about this workshop:

“I have experience working with lots of at risk youth. This was a great way to confirm that yoga is a great resource for children who have experienced
trauma.” ~ Melissa Nutting

“(This workshop) increased my awareness and understanding of the effects of trauma…and some tools to provide a safe place for children to be and experience healthy connections.” ~ Deb Ambrose

We hope you can join us in an upcoming workshop soon!

Join Gloria and Rochelle on November 17th, 2017 for their Trauma-Informed Yoga & Mindfulness for Children workshop in Dover, NH.

Gloria Breton, OTR/L, TYR 200, RCYT, has been blessed to work in the service of children and adults for over 30 years. In addition to the Trauma-Informed Yoga & Mindfulness for Children workshop, she is the co-creator/author of the Childlight Yoga & Mindfulness for Children and Teens with Special Needs Training and manual. Currently, she works as an occupational therapist in a therapeutic school, serving students who live with trauma, mental health & developmental challenges. She specializes in the areas of sensory processing disorder/sensory integration, pediatric mental health, trauma-informed care, self-regulation skills & making education accessible to all children...read more here.