CHAPTER 12: YogA PRACTiCE To CulTiVATE THE SElf off THE mAT • 275Gaudlitz & Ströhle, 2013). Linehan (1993) encourages at least 20 minutes of vigorous exercise
every day. I encourage students to target 30 to 60 minutes a day depending on the exercise.
This would translate to a yoga class, a hike, a walk with a friend, or a pick-up soccer game.
Researchers suspect that the mechanisms of action include changes in neurotransmitters
such as serotonin and endorphins, which relate to mood and positive effects on stress reac-
tivity (e.g., the hypothalamus-pituitary-adrenal axis; Zschucke et al., 2013). Potential psy-
chological mechanisms of action may include changes in body-related and health-based
attitudes and behaviors, social reinforcement, experience of mastery, shift of an external to a
more internal locus of control, and improved coping strategies (Zschucke et al., 2013).
Getting adequate rest matters (Anderson & Sovik, 2000). Sleep deprivation can place
students at risk (Cook-Cottone, 2015). In 2012, Astill, Van der Heijden, Van Ijzendoorn,
and Van Scomeren conducted a meta-analysis on sleep, cognition, and behavioral prob-
lems among school-age children analyzing 86 studies. The authors reported that in practical
terms, the findings suggest that insufficient sleep in children is associated with deficits in
higher-order and complex cognitive functions and an increase in behavioral problems (Astill
et al., 2012). In their review of research, Gujar, Yoo, Hu, and Walker (2011) concluded that
sleep deprivation is associated with enhanced reactivity toward negative stimuli, amplified
reward-relevant reactivity toward pleasure-evoking stimuli, and increased emotional reac-
tivity. Simple rest, the allowing of yourself to do nothing, is also an important aspect of cre-
ating a stable base for self-regulation (Cook-Cottone, 2015; Stahl & Goldstein, 2010). Doing
nothing and resting can take many forms: lying on a hammock, going to a green space with
friends, cooking with grandma, sitting on the deck or stoop, and putting the cell phone and
the computer away (Cook-Cottone, 2015; Stahl & Goldstein, 2010).
As the research suggests, it does not make a lot of sense to talk about managing stu-
dent behavior without supporting nutrition, hydration, exercise, and rest. See Cook-Cottone
et al. (2013) to read more about changing your school environment to help support healthy
physical self-care. Associated Principles of Embodied Growth and Learning include: 1, I am
worth the effort; 2, my breath is my most powerful tool; 3, I am mindfully aware; 4 I work
toward presence in my physical body; 6, I ask questions about my physical experiences, feel-
ings, and thoughts; 7, I choose my focus and actions; 8, I do the work; and 12, I work toward
the possibility of effectiveness and growth in my life (see Chapter 3).
Turning the mind Toward the Body: Sensate focus
In Linehan’s (1993) DBT, self-soothing, as a bottom-up approach, takes the form of sen-
sate focus (Siegel, 2010). Sensate focus refers to bringing mindful awareness to the sen-
sory input from each of the senses. For example, sensate focus using the eyes refers to the
intentional awareness of what you are seeing. Perhaps you bring your attention to each
and every detail of a rose. You study the curve of the petal, the sturdiness of the stem,
each leaf, and how all the different parts of the flower come together creating the whole
flower. You notice the shadows and places where the light reflects. Sensate focus can be
done with each of the senses: vision, hearing, smell, taste, and touch. By bringing your
awareness back to your sensations, you allow your mental processes to clear, becom-
ing immersed in sensations rather than thoughts (Siegel, 2010). This can lead to a new
way of considering things, free from confining or habit reinforcing conceptualizations.
Associated Principles of Embodied Growth and Learning include: 2, my breath is my