56 • PART I: A MODEL FOR SELF-REGULATION AND ENGAGEMENT
either on their yoga mat or in meditation. Research, thus far, has been corroborative, with
students reporting increased self-awareness and ability to focus as a result of engaging in
yoga (Serwacki & Cook-Cottone, 2012; Wisner, 2014).
Principle 8: Self-Determination: “I do the work”
There is an oft-repeated quote attributed to the yoga teacher, Sri K. Pattabhi Jois, “Do your
practice and all is coming.” The yoga teacher trainer, Baptiste (2016), cites this quote at the
beginning of a book chapter titled, “Do the Work” (p. 97). Baptiste (2016) describes the pro-
cess of doing the work as distinct from “wishing things to be different” (p. 98). Doing the
work means getting into the physicality of the yoga or mindful practice, as well as bringing
real action into your life. Doing the work is self-determination in action.
School students can sometimes have high aspirational goals. These goals sometimes
manifest along with a substantial gap between what is wanted and hoped for, and what
the student is actually doing. For example, Robert, a third-grade student, tells his teacher
that he wants to be a medical doctor and work in the emergency room helping people, just
like the doctor who helped save his dad when he fell from a ladder and fractured his spine.
However, despite Robert’s passion to help and his dream of being a spinal surgeon, he does
not study for his science or math classes. In fact, he rarely does his homework. The school
mindfulness and yoga teacher, Mr. Stevens, noticed this big gap between Robert’s wishes
and his day-to-day behavior. Robert told Mr. Stevens that he wanted to do a handstand.
This was an aspirational pose for Robert, to be sure. Mr. Stevens guided Robert to begin his
work at a simple standing pose (i.e., Tadasana). Robert found this pose boring and rested.
Mr. Stevens held firm, saying, “Robert, if you want the big dreams you must do the work.”
Once Robert mastered the fine details of the standing pose, Mr. Stevens allowed him to
work his way through a series of supported and unsupported plank poses. This took time.
Robert’s resistance lessened as he began to see the results of his work. Mr. Stevens continued
to reinforce the notion of doing the work as the pathway to getting what you wish and hope
for. The two had many long talks connecting handstand, a very hard pose, yet much more
accessible than medical school, and what it takes to get there. Mindfulness and yoga practice
are embodied methodologies for teaching students about the benefits of doing the work.
They can experience with a felt sense the results of the practice.
Principle 9: Sustainability: “I find balance between work and rest”
Sustainability is found in a balance between effort and rest. Finding this balance can be dif-
ficult for students. Younger students are often guided by their teachers and parents in terms
of how long to do their homework and how much studying is appropriate. As students
become more self-guided in their learning, finding the right balance between effort and rest
can be difficult. Further, in a culture that celebrates achievement and financial and material
wealth, teaching about rest can feel like a defiant act.
As a psychologist in private practice working with older adolescents, I frequently see
students stressed by the workload inherent in three to four advanced placement courses
along with their other classes. Talking a student, and his or her parents, into a more reason-
able and sustainable work load can be difficult as they struggle with the fears of not getting
into the “right” college or university. As another example, a colleague, Dr. Wendy Guyker,
and I are working with medical schools to help residents begin a practice of self-care so that
they can develop a sustainable, professional practice. We find the same thing to be true for