288 • PART iii: YogA foR EduCATing foR SElf-REgulATion And EngAgEmEnT
The Associated Principles of Embodied Growth and Learning aligned with equanimity
practices 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, feelings, 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).
loving-Kindness and Joy
Joy and loving-kindness are positive emotional states associated with our feelings toward
ourselves and others. Cultivation of positive feelings states have been found to be an
important component in programs that effectively address self-regulation (e.g., Hanson
& Mendius, 2009; Jennings, 2015; Linehan, 1993; Shapiro & Carlson, 2009). Hanson and
Mendius (2009) remind us that the brain preferentially scans for negative and potentially
threatening information. Our negative implicit memory system grows faster than our posi-
tive implicit memory system (Hanson & Mendius, 2009). It is critical to purposely cultivate
positive emotions such as joy and loving-kindness. In her book on mindfulness for teach-
ers, Jennings (2015) dedicates two chapters in support of the development of positive emo-
tions: Chapter 3, “Understanding Your Negative Emotions” (pp. 51–82) and “The Power of
Positivity” (pp. 84–109).
In mindfulness and yoga teaching, sympathetic joy goes a step beyond simply cultivating
joy. Sympathetic joy involves the cultivation of joyful feelings when we see others doing well
(Cook-Cottone, 2015). The practice of sympathetic joy pairs well with loving-kindness practices.
Consistent with these teachings, Linehan (1993) instructs patients to change current emotions
by active opposition to the current emotion. The loving-kindness meditation (see Chapter 6 for
a practice script) is useful for cultivating feelings of loving-kindness and warmth toward your-
self, people that you care about in your life, as well as people who might get on your nerves
(Stahl & Goldstein, 2010). Siegel (2010) believes that practice of the loving-kindness meditation
helps activate the social and self-engagement systems of the brain. Stahl and Goldstein (2010)
recommend that you practice the loving-kindness meditation in the face of resistance, “perhaps
there is no greater healing than to learn to love yourself and others with an open heart” (p. 150).
As described in the broaden-and-build section, we can make great strides in cre-
ating a warm, productive classroom by cultivating positive emotions such as loving-
kindness and joy. We can do this by planning and scheduling pleasant events throughout
the school day and week. This research-based practice builds on the early DBT work of
Marsha Linehan (1993). In the emotional regulation module of DBT, patients are taught
to build positive emotions and joyfulness by scheduling and engaging in pleasant events
each day (Linehan, 1993). By accumulating positive events and corresponding positive
emotional states, patients begin to experience a life within which they want to be present
(Linehan, 1993). Look over your planning schedule and make sure there are positive, fun
experiences built into your schedule. If you see gaps, build them in (e.g., yoga breaks,
mini dance parties, or stretching time). Linehan (1993) and Stahl and Goldstein (2010)
both provide lists of over 100 activities that can help cultivate positive experiences. See
also Jennings (2015) for ideas for your classroom. 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