CHAPTER 6: MINDFULNESS ON THE CUSHION • 111the breathing buddy moves up and down on his or her belly (Cook-Cottone et al., 2013;
Greenland, 2010).
Fiona, a second grader, found breathing buddies to be really helpful as she worked
through her separation anxiety. Over the summer, Fiona’s grandmother passed away
suddenly in a car accident. Her mother was also in the car. Although Fiona’s mother suf-
fered only mild physical injuries, she was struck with grief and loss. Fiona’s father and
older sister did their best all summer to cope and take care of Fiona during this time.
Still, it was a very difficult summer for everyone. After the accident, Fiona struggled
when she was away from her mother. She became overwhelmingly anxious every time
they had to be apart. When Fiona’s mom eventually returned to work, Fiona texted and
called her many times throughout the day. When Fiona began school in the fall, she was
not able to focus in class, broke phone and texting rules in the classroom (hourly), and
was beginning to fall far behind. She was referred to the school psychologist for a brief
assessment and prereferral intervention. The school psychologist quickly assessed her
separation anxiety and set up a behavior plan with the teacher to address time-on-task
and phone use behaviors. She also set up regular counseling sessions during which she
worked with Fiona to help her manage her anxiety. As part of the intervention, Fiona
and the school psychologist made breathing buddies together from felt and dried beans.
Fiona loved the way the deep breathing lowered her anxiety. She showed her breathing
buddy and how it worked to her mom. They practiced Fiona’s breathing work together
before bed. Her mom stitched a heart onto her breathing buddy so Fiona would be able
to feel how much her mom loved her while she was in class. After 3 weeks with her
behavioral plan and regular sessions addressing anxiety, as well as using her breathing
buddy, Fiona returned to her typical functioning in the classroom, with her breathing
buddy right in her desk.
Breath work is one of the most effective mindfulness tools you can use. Awareness-of-
breath practice integrates the following principles of embodied learning and growth (see
Chapter 3): principle 2, my breath is my most powerful tool; principle 3, I am mindfully
aware; principle 4, I work toward presence in my physical body; principle 6, I ask questions
about my physical experience, feelings, and thoughts; principle 7, I choose my focus and
actions; and principle 8, I do the work. Provided here is a script that you can use with your
whole class and in your own practice.
PRACTICE SCRIPT 6.2: BREATH AWARENESS
Approximate timing: 2 minutes for introduction; 20 minutes for practice
Start with the Getting Seated for Meditation Script. Bring your awareness, your focus, to your
body. Now, just breathe, letting your breath move in and out and in and out. Really pay attention
to your breath. If possible, try closing your mouth and breathing through your nose. Do not try to
change your breathing. Just let it happen. Notice the qualities of your breath. (Speak slowly here,
allowing time for students to really process each question.) .... Is it smooth? .... Is your inha-
lation the same length as your exhalation? .... Can you feel your heart beat as you breathe? .... What
is the pace of your breathing? Is it fast, slow, moderate? .... Do not do anything. Do not change
your breathing. Simply notice. As you are aware of your breathing, you may notice that other
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