CHAPTER 12: YogA PRACTiCE To CulTiVATE THE SElf off THE mAT • 281This activity can be done once or in a series. As your students become increasingly
aware of their felt sense, the drawings will change. I have found it very instructional to
review the drawings that have been created over time and reflect on growth and chal-
lenges. Ultimately, feelings need to be felt, experienced, breathed through, and sometimes
expressed. Associated Principles of Embodied Growth and Learning include: 3, I am mind-
fully aware; 4, I work toward presence in my physical body; 6, I ask questions about my
physical experiences, feelings, and thoughts; 8, I do the work; and 12, I work toward the
possibility of effectiveness and growth in my life (see Chapter 3).
integrating the Thinking and feeling Brain
The next step in working with feelings is learning to integrate the thinking part of the brain
with the feeling part of the brain (Linehan, 1993). In Linehan’s DBT, she refers to the joining
of the emotional and cognitive aspects of self as wise mind (p. 109). The goal is to be present
and to process the felt experience fully, including the physical, emotional, and cognitive
aspects, without falling into reaction (Linehan, 1993). When working with students, I find it
effective to draw a picture of the brain and explain that there are parts of the brain generally
responsible for thinking and other parts of the brain that are primarily responsible for feel-
ing (see Cook-Cottone, Kane, Keddie, & Haugli, 2013). When we defer to either thoughts or
emotions, we run the risk of missing critical information that we need for making a decision.
Despite the inherent challenge, I explain to students that we make the best decisions when
we process all of the information available, integrating the thinking and the feeling brain
(Cook-Cottone et al., 2013; see Figure 12.4).
Self-Regulation in the Palm of Your Hand: i feel, i Think, i Say, i do
In Girls Growing in Wellness and Balance: Life Skills and Yoga to Empower, our yoga-based
eating disorder prevention program, we taught the girls how to do emotional problem solv-
ing using the palms of their hands (Cook-Cottone et al., 2013). We remind students that the
source of wisdom is the integration of thoughts and feelings (see Figure 12.5). The teaching
script follows.
PRACTiCE SCRiPT 12.2 (continued )
up in their bodies, and how the feelings were similar and different. Ask the students to reflect
on the process of feeling and drawing feelings. Some students will have many details and expe-
riences to share with you and others will have few. There is no right or wrong, just what was
experienced or not. Be sure to note that some people might not feel anything and that is okay.
Once they are done describing, comparing, and reflecting, return your students to the breath].
Find your comfortable seat. Bring your awareness to your breath. Notice your breath as you
inhale and notice your breath as you exhale. Each time you inhale, have a sense of gratitude for your
willingness to explore, experience, and allow your feelings. Each time you exhale silently say the
words, “Let go” and release any tensions that you may be experiencing. Do this for five breaths, inhal-
ing gratitude and exhaling release. When you are ready, slowly open your eyes.
Source: Adapted from Cook-Cottone (2015).