CHAPTER 12: YogA PRACTiCE To CulTiVATE THE SElf off THE mAT • 273behavioral flexibility that, over time, builds personal resources (e.g., mindfulness, resilience,
social intimacy, physical health). It is theorized that positive emotions drive an incremental
accrual of cognitive, psychological, social, and physical resources (Garland et al., 2010). The
accumulation of these resources may have provided human ancestors with an evolutionary
advantage by increasing their subsequent chances of survival (Garland et al., 2010). The
critical point to note is that, while emotions are transient, coming and going, the resources
created as a result of positive mood states are durable (Garland et al., 2010).
In a review of the literature, Garland et al. (2010) integrate Fredrickson’s broaden-and-
build theory of positive emotions (see Fredrickson, 2009, 2013) with advances in affective
neuroscience and plasticity in the neural circuitry of emotions. Specifically, researchers
describe a body of research that supports the notion that: (a) positive emotions broaden
cognition and behavioral repertoires, and (b) positive emotions lead to the building of long-
lasting personal resources that support coping and flourishing mental health (Garland et
al., 2010). Note that interventions listed in the literature that help support the upward spiral
process include mindfulness and yoga practices (i.e., loving-kindness meditation; Garland
et al., 2010). See Fredrickson (2009) for an in-depth review of the broaden-and-build theory.
Yoga from the Bottom up: Being With and for the Body
How do we even begin to broaden and build? The process begins with engagement in
behaviors that help create a positive mood state. It is a bottom-up process (i.e., behavior to
emotion to cognition process; see Figure 12.1 for a framework). Western psychology has
focused on changing individual behavior from the top-down for many years (e.g., from
brain to body; Cook-Cottone, 2015). These top-down approaches have taken many forms
ideologically. For example, there is the notion that one must understand a person’s trauma
or past history before being able to help that person change (e.g., psychoanalysis), or that
re-framing a way of thinking about something can shift behavior (e.g., cognitive behavioral
approaches; Cook-Cottone, 2015). Classic behavior management for children and youth is
not much different. Here, the top-down approach is not cognitive control; rather, it is behav-
ioral control based on external contingencies managed by adults. The behavioral regulation
comes from the outside in and not the inside out and does not adequately address the role of
emotion and mood. It is important to acknowledge that for some students these approaches
are effective. However, for others a focus on actionable methodologies or tools (e.g., yoga
and mindfulness) moves them more effectively toward positive self-regulating behaviors
that are contingency free and self-sustaining (Cook-Cottone, 2015).
Linehan (1993), whose work focuses on behavioral self-regulation among patients with
borderline personality disorder, was among the first to suggest focus must begin with the
provision of skills to negotiate experiences. There are two main conceptual components of
the physiological foundations: (a) a calm and relaxed body fosters a calm and relaxed mind,
and (b) taking reliable, steady care of your body fosters a reliable, steady state of mind
(Cook-Cottone, 2015).
Calm Body, Calm mind
Many teachers and older students are often fairly well versed in positive affirmations, the
power of positive thinking, and the ability to look at the positive side of things (Cook-Cottone,
2015). However, I have noticed that they rarely consider the body as a potential source of