Introduction: yoga nidra process – review, relax, and be compassionate
3:10 Review, relax and be thankful as you delve into the body. Legs, pelvis, torso, arms, neck and shoulders and head
15:15 Compassionate in our thoughts. Self-talk, forgiveness, kindness
18:00 Gently wake up the body
Special yoga with Jyoti Jo Manuel
Introduction to Joyoti works with children with complex needs and/or social/emotional needs. She provides classes and training worldwide
3:10 Offers trainings that are usually the result of people having taken her training and then asking her to give a training in their country. Special Yoga develops training for each country based on what is needed. Very flexible/adaptable in length of time and type of training given. Each person leaves the training with yoga tools to either help children with a broad range of needs or specific tools for specific needs. Can be a yoga teacher, paediatric professional, teacher, parent or ? Jyoti’s organisation works with schools, governments, non-profits, etc.
5:45 Offerings can be simplified but are very powerful so need a background in yoga. There are lots of access points to bring yoga to those who need it. Everyone finishing the course/workshop will have a tool box of appropriate yoga tools to help the children. 7 day workshop teaches a wide variety of tools for a wide variety of needs while shorter ones target specific tools for the participants. Example: breath can be accessed through your own breathing, movement, sound, massage points, touch.
8:22 Training includes breathing, movement, relaxation. Yoga is the philosophy of being and this is the beginning point of all trainings. The 1st thing is how do you meet the needs of child and your needs. How do we connect? Our state of mind matters. Start all of the trainings by learning to meet the child in a loving, open way.
10:08 Jyoti used yoga tools to help a severely disabled child while he slept. He woke up happier and his mother said his body felt different . Jyoti has no idea of why it worked but intuitively it seemed the right thjng to do. She knows that Yoga tools work but not exactly why they work. She is humble and grateful to do this work.
13:05 1st world workshops on a commercial basis, while 3rd world workshops are usually sponsored by governments, non-profits, schools, orphanages working together. Again the workshops are not targeted to a particular practitioner but to anyone that wishes to do this work.
16:10 7 day workshop in Sydney, 12-18 January 2019. !st time this workshop will be offered in Australia. People will leave the workshop empowered and inspired and will have tools to meet the needs of children. Will have tools and processes for children with a wide variety of needs. Practical and experiential practices.
17:40 Jyoti took her first yoga class in 1974 and realised that this was showing her a path for her life. She eventually opened a yoga studio in London and people with disabilities and children started coming to her classes.
20:00 Some cultures regard disabilities as bad and the child and his/her family may be ostracised by the community. Yoga has had amazing results with children and the children that received regular work with the yoga tools show great improvement in a variety of ways
22:20 Jyoti’s mission is to reach as many children as possible. The trainings provide a group of people with yoga tools to reach children all over the world.
23:05 Sydney workshop on the North Shore
7 day workshop for yoga professionals, paediatric professionals, parents, teachers, or anyone interested.
Next year she will have trainings in London, Ireland, Spain, maybe Mexico, Brazil. Enquiries from: South Africa, Finland.
FB: special yoga, jyoti jo manuel
2:31 As a dancer, Steffany understood movement could be a strategy to alleviate suffering. As a child, she wanted to help people find this state for themselves and suffer less. Wanted to help people find a mind-body connection to be fully engaged in the present thought the experience of what is happening in their bodies and alleviate suffering. Arthritis is the leading cause of disability
6:00 Min-body practice defined by National Center for Complementary and Integrated Health. Many kinds of mind-body practices that you can do yourself. Mind-body practices are strategies for self-care. Treatment can be passive like drugs or give people the tools for self-care like a yoga class. Changing the way we live by using self-care tools.
8:00 Research: clinical experience and personal perception. Yoga works because we can see the benefits for students, clients and ourselves. Research aims to reduce the personal perception bias. Yoga also is aware of being able to tell the difference between one subjective experience and and our objective reality.
Our decisions must be informed by both to make decisions. Expert opinion (training, gurus, etc.), clinical preference (client’s need), and generalisable evidence from well-designed research studies. The third one is viewed most strongly by decision and policy makers. Yoga research conducted with modern health research guidelines is fairly new. Last few decades yoga research was not funded resulting in very small studies that showed promising results. They indicated that yoga was safe to do. These original studies brought research funding to yoga to now do research with rigorous design. Dose (how often), style, poses, comparison with other modalities are now part of yoga research. Results from 1 research study is 1 piece of a 1,000 piece jigsaw puzzle. It is difficult to really understand if yoga is beneficial from that one study. But a thousand studies brings the whole picture and much more confidence in yoga’s benefits. Tips to help someone who is unsure on how to review research studies. Read summary research – meta-analysis, systematic reviews – by an expert in the field. They will be very knowledgeable and by looking at several pieces of the jigsaw will have a better idea of what the research says about a yoga topic.
19:55 Steffany is developing Guidelines for Clinical Research. If you are writing about yoga research, these guidelines tell you what must be reported so that the research is designed correctly. Things like: yoga style, poses, modifications, time spent in each pose, etc. Without this kind of information, no one can make a recommendation for or against.
23:11 Yoga for Arthritis: developed rigorous, randomised control group structure, replicated with another population research on the benefits of yoga for arthritis.
Yoga works, but that conclusion is based on how yoga is taught. Yoga is safe and appropriate for people with arthritis, decreases pain. Steffany’s research showed a 30% decrease in pain (comparable to drugs) but no side effects. Yoga can transform life, even without pain decrease. Research shows Yoga can improve quality of life, mental health and depressive symptoms. Study reports changes in the clinical assessment of joints. Received funding from Arthritis Foundation. Subsequent studies included qualitative (peoples’ stories about yoga’s effects) and quantitative aspects. (Arthritis Foundation asked Steffany to develop a DVD which is available on the Arthritis Foundation website. The Yoga for Arthritis website has additional resources.
29:18 Steffany has written a book: ”Yoga Therapy for Arthritis” that will be published December 2018. Arthritis affects the whole person; yoga intervenes on every level. Uses the Pancha Maya Kosha system to see the effects of arthritis on each kosha. It is illustrated by a series of personal stories of people living with arthritis and how yoga facilitates personal transformations. Includes a section on lots of different practices and modifications.
The book is for three audiences: Yoga professionals, people with arthritis, and health professionals
33:59 Anyone can suffer from arthritis: 300,000 children have arthritis is the US. Self-concept is changed by arthritis as well as movement. A participant in Steffany’s research had arthritis in her twenties and it significantly affected her life as she was a dancer and gymnast. Through yoga she came to realise she and her body could partners in dealing with the arthritis.
38:45 Steffany offers Teacher Training in Yoga for Arthritis. 3 Levels: 1st level – provides protocol for 8 week / 16 classes based on her research. Level 2: 1-1 mentoring for teachers, detailing how to teach. Level 3: 1 to 1 practice – yoga therapy.
Training in several cities in Us, starting a hybrid on-line programs
42:50 Open invitation to listeners to send questions to Steffany and she will try to answer them.
Book: “Yoga Therapy for Arthritis: A whole-person approach for Movement and Lifestyle” by Steffany Moonaz
Introduction to Jojo and Slow Postpartum
3:29 Slow Postpartum is the time after the birth of the baby and the women in taken care of by her community. Time is 30-40 days of complete rest and care: support, nourishment, and time to heal and bond with the baby. Quite common in several cultures around the world.
When a women has a baby, the brain recalibrates and parts of the brain start interacting for the first time as the women becomes a mother. This transformation needs time, care, nourishment, healing, and making connection with the baby. Matriescence = moving from being a woman to being a mother.
8:00 Jojo teaches yoga classes to pregnant women. Yoga is helpful during the birth, and postpartum can also be helped by yoga but in a different form.
9:30 Pregnant and postpartum body are very different. Many new pregnant students coming to a yoga class are beginners. They have relaxin hormone in their bodies which loosens muscles, tendons, ligaments. Have to be careful not to push into the joints, hyperextension. Postpartum body is different: will still have relaxin for weeks or months. Body is very open from giving birth; the pelvic floor muscles have been greatly stretched. Body is open: physically, mentally and spiritually. Can’t do poses that they did before pregnancy for weeks or months. Need a teacher that understands the postpartum body.
13:49 Postpartum mums and bubs classes: very common for someone to be crying either babies or mums. Jojo recommends that they don’t come for at least 6 weeks. Mums are very sleep deprived, hormonal, anxious. The class is for the women; body needs caring, nourishing and yoga can be beneficial. They are told to make the class what they need it to be. Social interaction with other new mums is very important.
17:30 Helpful poses and contraindicated poses during this period. Women may have C-section scars, and/or separation of the rectus abdominus. So very slowly, methodically strengthen the abdominal muscles and pelvic floor. Contraindicated poses include twists, especially deep seated twists and plank because they destabilise the core. Remain careful about pushing into the joints. Poses should close the pelvic area, not stretch it. Shoulder stretches are very helpful because of always holding the baby. Babies naturally do yoga as they stretch and move their bodies.
21:00 Jojo does offer her postpartum doula clients training in meditation. Women in the postpartum class are told to do savasana in any position that they want. They are to come into the present and just be with their baby.
23:08 Body in postpartum needs care, nourishing and support. Find a teacher that is familiar with the postpartum body’s needs. Shouldn’t return to pregnancy, gym or regular yoga classes as they are not suitable for the postpartum body. Your baby is your yoga at this time. Motherhood is a deeply spiritual practice, you learn patience, accept how things are instead of how you want them to be, unlimited and unconditional lovee.
26:15 Returning to regular classes is very individualised. High impact classes not before 6 months, regular classes not for 12 weeks. Listen to your body.
Introduction to Ryan McGraw and Access2yoga
2:10 When Ryan started yoga he did the maximum expression of the pose, because he wasn’t given modifications. He met a teacher who showed him modifications for the poses using a chair, the wall, and props for supporting his body. It brought a new level of understanding and brought more peace to the body. He could more easily bring in the breath to the pose
4:50 He developed an Adaptive Yoga Manual for yoga teachers. It is available on his website (www.access2yoga.com) for everyone. He teaches Adaptive Yoga workshops and contributed a chapter to Yoga and Body Image (2015) that tells the stories of 25 yogis who don’t look like the public perception of yoga.
6:30 In the last 10 years, adaptive, accessible yoga had become mainstream due to the efforts of Mathew Sanford and Jivana Heyman. They are talking and writing about making yoga more accessible. More teachers are becoming interested in accessible yoga as more demographics learn the about the benefits of yoga and want to participate. 1 in 5 people have a disability and others have injuries that need modifications, others are curvy and all may need some modifications.
10:00 Teachers in workshops need to know that yoga can be inclusive. Can adapt poses and still receive benefits. For instance Tadasana (mountain) pose can be done in a chair and the upper body receives the same benefits as if the pose was done standing.
13:25 The accessible yoga ambassadors program came from the Accessible yoga concept to make yoga inclusive. Ambassadors work to make the public aware that yoga can be inclusive. A recent review by Yoga Alliance included people from Accessible Yoga. Ryan was on the Teacher Qualifications workgroup and he hopes that accessible yoga ideas are included in teacher training requirements as a result of this review.
16:34 Three things that a yoga teacher should do to make sure his/her class is inclusive?
Most importantly make them feel safe and welcome in class.
Introduction of Janaki Somaiya and Yogahood
2:32 Yogahood started as a result of the founder’s experience of yoga’s benefits. Janaki is involved because of her psychology training and family interest in yoga. Janaki is a clinical psychologist working primarily with youth with mental health issues and knows the benefits for this population.
4:70 Yogahood is a not for profit organisation, that has partnerships with community organisations and also yoga studios and yoga brands. Community organisations have been approaching Yogahood to bring their classes to the community’s space. Yoga studios and yoga brands can help fund in many ways Yogahood’s activities. Yogahood’s volunteers go to the community sites to offer the classes.
8:00 Volunteer teachers must have 200 hour teacher training and 50 hours of teaching experience to take the 3 day Yogahood outreach training. The class settings are very basic with just mats and some space; learning how to navigate a very different environment in which to give a class is one aspect of the training. The emphasis of the classes is to give people tools to take home and help them cope in their lives. Disadvantaged communities often have no opportunity to access yoga because of financial hardship.
12:45 Benefits to Students: Overall research shows many benefits of yoga. For youth with mental health issues, research indicates that yoga is helpful in stress, depression, etc. Yoga develops the pre-frontal cortex which is where planning, decision making and self-management occurs. This helps in dealing with stressors. Cognitive benefits include improving memory.
16:00 Young people, through yoga, are taught to tune in to their body and choose what they want to do that day according to how their body feels. They learn that is ok to listen to my body and do what it needs and then feel great when I do that.
17:30 Yogahood collects feedback and evaluates their program. Anecdotally, they hear that yoga helps participants manage their stress and better self-regulation among other improvements.
19:00 Yogahood’s training does provide some basic information on what teacher’s might expect when dealing with a wide range of participants with very different needs but can’t provide in depth. Each community organisation provides a person to be in the room during class. The volunteer is only responsible for teaching the class; the community person takes care of any issues that may arise. This is best for the teacher, the organisation and the participants. At the beginning of class, participants are told that the community person is there and if they have some issues to talk to that person.
21:25 Although Yogahood does provide some basic training in the issues that might occur, they also provide mentoring/pairing of a new volunteer with an experienced volunteer. They will teach the class together for a few classes so the new volunteer can receive feedback and get comfortable with his/her role.
23:25 Yogahood’s goals for the future are to provide the service to as many community organisations as possible given resources. It’s mission is to provide yoga to people who have needs for yoga’s tools. Talk therapy has limitations for some clients. It does not encourage thinking about one’s own body to help with the healing. Research on trauma-based yoga shows that trauma basically sticks people in the trauma situation and they keep reliving it. Perceiving everything as a threat and living in the past and can’t physically let go of the trauma. Talk therapy may have them move mentally beyond the trauma but something has have help them move physically beyond the trauma.. They must ground themselves in the present which yoga does very well. Yoga increases the links between body, mind, breath. Yogahood is offering outreach training for new volunteers in early December.
31:45 Yogahood asks the volunteers to go into the community and work with people with high needs. Can be quite daunting for a volunteer. Yogahood offers wellness sessions for the volunteers to help them with their self-care and to maintain a balance in their lives. The wellness sessions may be a restorative yoga class, yin yoga, sound healing, massages.
Introduction – Amber Karnes and Body Positive Yoga
2:40 Consent, Agency, Body Sovereignty
Consent: There is culture around touch in yoga. Many people don’t want to be touched. Only uses touch in cases of safety or to point out certain things the student may not understand. How to ensure a consent mindset is to set a focus that the student and teacher are working together but student controls what the body does. Touch is not optional; students are the experts concerning their bodies. Each pose is an enquiry about your own body and you have agency about what your body will do. Models of Consent: must an enthusiastic yes, consent cards, students understand what adjustment means and how it might be done, students have the right during any part of class to refuse touch. Amber is interested in any other techniques from the listeners about how they handle consent.
14:20 Agency – Amber has practiced yoga in a fat body for 15 years. Originally, she couldn’t find a teacher to modify her poses to accommodate her body. She had to create her own practice to make it work for the body she had. Loved the benefits of yoga so she figured out a lot on her own. Large-bodied individuals, disabled students need modifications. Not here to fix someone or someone’s body, we are offering tools to empower students to do yoga. We need to learn how to teach others since we were trained to teach other yoga teachers in our teacher training. If the student leaves with a successful experience, then they will probably return.
22:10 Tips for studio owners, teachers to make the space inclusive. Is it physically accessible for people disabled or elderly or injured? Is it financially accessible? Do you offer scholarship opportunities or subsidised rates? Letting others who can afford to pay above the rate to help those who cannot pay. Do you have diverse teachers? Are students going to see someone like them? What kind of photographs do you use in your marketing? Yoga language or?
What is the purpose of the Asana? Can you duplicate that purpose with modifications, props or other asanas if the first asana is not appropriate?
30:45 How did yoga help Amber make peace with her body? Recommended by her physical trainer to do yoga on the off days since it would burn calories but wasn’t considered exercise. Went to her first class and she was the only bigger bodied person. She attended the class and left when it was over and noticed that the negative self-talk started which meant that at some period before it had stopped. She felt so good afterwards that she returned to class. Yoga made a huge difference in her emotional state. Found a teacher who could help. She had been fighting against her body, but yoga gave her the tools to partner with her body and accept her body.
38:38 Body Positive Movement – get to a place of acceptance and peace with the body. Free of emotional energy in not fighting the boy. Yoga is the best tool for self-regulation.
Yoga for All Teacher Training – 35 hours online at www.yogaforalltraining.com
www.accessibletraining.com 3 day in person training in several places around the world.
Introduction of Mark and Embodied Yoga
2:04: Definition of Embodiment – Subjective aspect of the body
3:20 Mark came to embodiment yoga when he realised his life as a teenager was screwed up. With yoga and aikido, he realised there was a lot of beauty and richness in the movement and something in it for him. The next step how do I teach this to others.
4:25 Embodiment principles = life skills that can’t be learned from a book, i.e., leadership, yoga, stress management.
Practical life skills: breathe, peripheral vision, relax your tummy are skills to bring down your stress levels. The yoga teacher models relaxation and this flows out to the class and they also relax.
7:04 Yoga off the Mat - YouTube videos of Mark teaching embodiment principles. Asking students to take up space and being seen – spreading the arms and legs out and making yourself big and then bringing the limbs in and ducking the head to be small. People will feel comfortable in one of the opposing poses and not in the other. What is the emotion attached to being uncomfortable, is this a pattern of living are questions to ask to build a practice for yourself off the mat.
Can learn micropostures to do outside of the yoga class. Breath, extension, small movements of limbs that bring the essence of the pose and its emotional impact to daily life
12:00 Why and How does Yoga Change You?
Mark’s aim is to make that transfer of change off the mat more effective and efficient
14:02 What is the biggest change you have made because of yoga: he’s alive, sober, and in an intimate relationship. Need self-awareness, self-care, an self-regulation to be in a long-term, happy ,intimate relationship.
15:25 Embodiment is looking at how you are feeling in this pose, not the perfection of the form. Teaches that the postures are good enough – safe and can use as an enquiry. Doesn’t obsess about the form, but rather the emotions generated by the pose. “Where do I need this pose in my life?”
17:29 What as yoga practitioners can we learn from other movement modalities?
19:38 Students come to Mark to explore themselves through movement. Each teacher has to decide what their aims are and fashion the practice to meet the aims. Using whatever movement modality is best. Mark has developed a system for confronting and exploring oneself and how to change the things the student wants to change. As an example, Mark may do svasana in the middle of a workshop since the purpose of the pose is to explore what the student is dead to in their life or as a hard-core death meditation. It is inappropriate for the end of the class.
23:10 Modern yoga has evolved into the guru, hippy, Gordon Gecko model. Each has its positive sides: guru has tradition, Gordon Gecko is based on evidence-based, logic, exploration and the hippy questions hierarchy, lack of equality, acknowledging feeling in the somatic body. They each have a negative side.
27:13 Yoga in the 21st Century – yoga for everyone and flexibility of approach.
28:00 Resources: Free - E-books (e.g., Making Yoga Meaningful), Embodiment podcast, YouTube videos for those who have been in yoga for awhile and wanting something deeper. Teacher Training: Embodied Yoga Principles Training, Deepen Knowledge: Embodied Facilitator Course
Embodied Conference in mid-November 2018. Free, online with a wide variety of speakers.
YouTube: Integration Training
Introduction to Osteoporosis: bones become fragile which leads to increased risk of fractures. May be due to bone mineral decreases or the failure of the microarchitecture.
5:30 No symptoms there is a test called the DEXA test that measures bone density (but not bone microarchitecture) It tests three sites on the body: hip, vertebrae and wrist. Each site receives it’s own score.
Vertebral fractures can also lead to kyphosis which is 1) a risk factor for more vertebral fractures, it impacts breathing and balance.
9:59 Exercise, especially weight-bearing exercise, is recommended to move the muscles that then pull on the bones to signal the need for increased density.
Axial Skeleton – skull, vertebrae, ribs. Protects the core organs and gives structure to the trunk. Women lose more bone (as a percentage) from the axial skeleton than men do so they have an increased risk of vertebral fractures.
Need strong core muscles to protect the bones and to help with holding up the trunk.
11:35 Dr. Mersheed Sinaki, has done several studies on osteoporosis at the Mayo Clinic in the US. She recommends more than just weight-bearing exercise but also need to improve a) flexibility, b) core strength, c) cardiovascular fitness, d) axial strength, and e) gait steadiness (to prevent falls from loss of balance).
13:00 Yoga poses to strengthen the axial skeleton (primarily the vertebrae).
16:45 Appendicular Skeleton: limbs, hip and shoulder girdles. Breaks in hip are often at the neck of the femur which causes a fall. Hip fractures are highly correlated with death in older individuals so a hip fracture is quite dangerous. Wrist fractures often occur when trying to stop a fall. And falls increase fracture risk.
19:34 Contraindicated poses
24:30 With kyphosis, yoga can provide tools to help breathing. Need more space in the chest to allow the lungs to fully inflate.
25:25 New study correlates disturbed sleep with osteoporosis. Yoga Nidra is good for showing students how to relax and can be a tool to help them sleep at night. Or any relaxation tool used in savasana.
Yoga Vetebral Fractures & Osteoporosis: Research and Recommendations, Norlyk, E., Boses, A., International Journal of Yoga Therapy, No. 23 (1) 2013
Musculoskeletal Rehabilitation in Patients with Osteoporosis: Rehabilitation of Osteoporosis Program (ROPE), Sinaki, M., Journal für Mineralstoffwechsel & Muskuloskelettale Erkrankungen 2010
Yoga Spinal Flexion Positions an Vertebral Compression Fracture in Ostepenia and Osteoporosis of the Spine: Case Series Sinaki, M., MD, MS Clinical Report
Impact of Sleep on Osteoporosis: Sleep quality is associated with bone stiffness index, Sasaki, N., Fujiwara, S., Yamashita, H., Ozono, R., Teramen, K., Kihara, Y.
Sleep Medicine 2016 Sept: 25: 73-77
Heather Stang SN
Yoga and Grief
Introduction of Heather and the topic
5:05 Tips to stay healthy while grieving. Sleep, digesting, hydrating may all be difficult. Yoga is one of the activities that can be accessed early. Doesn’t require talking about our emotions and brings us back into the body. Can help with sleeping, digesting and hydrating. People are dealing with the ongoing connection they feel with the person who died. The relationship continues.
7:50 Myth has been that you “get over” grief by detaching from the person who died. Research shows that maintaining a continuing bond helps with living your life.
8:20 What to do for the teacher and other class members when a long-time member of a yoga class dies. Understanding that the class needs to be modified, slow the pace, each person encouraged to share their feelings, perhaps a letter to the person or write down feelings. Open ended yoga questions: what does grief feel like in your body. Create a yoga pose to reflect those feelings What would a statue look like that represents the person who died. Have your boecaedy look like that pose. Allow people to speak freely about their grief. Disenfranchised grief – not allowed to speak freely because of a perceived social position. For instance, a friend’s grief is not as valued as a family member’s grief.
14:20 Anniversaries of death can be difficult in the yoga class. If student share a date, then keep note of that because often time coming up to the anniversary is difficult for the person. The grieving person needs to plan ahead of the anniversary to do what they need to do that helps them
18:09 Heather has written a book called: Mindfulness and Grief. She had started Yoga and Grief previously, an 8 week program for people grieving. She was also exploring meditation in more depth. She interviewed past participants of the yoga and grief classes to see what the long term result of the classes were. The book is in an 8 week format, but can be done in the time period that an individual needs. There are a variety of tools to address the physical symptoms of – anxiety, tension – and tools to use for their life after loss. Chapters are: Mindful Awareness, Conscious Relaxation, Compassion/Forgiveness, Vulnerability and Courage, Unstuck, Reconstruction and Transformation. Each week/chapter has tools for that week including journaling, creative projects, yoga.
Grief permanently changes you in many ways and the change may even be positive.
Yoga consists of ancient techniques to tend to our suffering.
26:15 Grief does not have to look a certain way; it is different for everybody. Some show their emotions easily, others show little emotion but both are grieving. Yoga teachers may be dealing with our own grief and need to take care of ourselves also
28:10 Recommended books:
Mindfulness and Grief by Heather Stang
Trauma Sensitive Mindfulness by David Treleven
IRest Program for Healing PTSD by Richard Miller
All are available on Amazon
Dayna Hanlon-Pinkerton #74
“The Perfect Amount of Challenge”
2:28 Introduction Dayna Hanlon-Pinkerton – experienced in yoga, yoga therapy and experiential education as a home educator for her children. Experiential education is very individualised similar to how a teacher/therapist develops a practice for either a yoga therapy client or a yoga student.
4:07 Testimonials on the website: Themes of intuition, meeting individual needs, “perfect amount of challenge”. Dayna tunes into the energy of the room before beginning class, (doesn’t plan her sequences before class). Starts with anchoring people and having fun with it, but with seriousness. Trying to teach them to hold space for two opposites – having fun and being serious – simultaneously. Teaching them to look at other viewpoints, not to be rigid, these are tools to help them.
11:49 Uses Pranyama as a tangible example of holding opposites. Feeling the fullness at the end of the inhalation and then the contrasting emptiness at the end of the exhalation. You can feel both of these opposites in your body within seconds of each other.
14:37 Dayna gave some presentations and mini-classes at a yoga festival, one of which she named “Way Clearing”. Her purpose was to harness energy to get our “stuff” out of the way like attachment, shifting energies to help people make the changes they want to make.
16:25 Dayna gets her inspiration from many places but also nature. Develops themes based on the cycles of nature. This may connect with a student or client but using nature is a good way to encourage reflection.
17:55 Dayna works with those suffering from anxiety and depression. Through her own journey, she is aware that the seat of healing is in the mind. She combines the koshas and the gunas to help people find a balance. To reflect on: “how long have I felt this way”, etc. (Gunas are three qualities that exist in nature – rajas: energy, passion, heightened end of emotions, tamas = darkness, inertia and then sattva = finding balance between these two extremes.
22:57 Look at yoga in the bigger picture; it is so much more than movement. Helps students/clients see themselves.
2:12 Introduction to Yael Sunshine and integrating dharma into class for those diagnosed with breast cancer.
2:58 Definition of Dharma: Following your inner guidance and connecting with universal principles.
3:51 Designing a class with dharma – start with 5 koshas (physical, mental, energy, thoughts, universal consciousness
4:35 What’s happening in their life because of the diagnosis – dealing with fear, choices are difficult because may be pressure from medical community and/or family.
5:55 Work on deep connection to self, in spite of fear, find authentic choices for themselves, surrender so they can navigate the illness
Give them more tools. Build a relationship between the concepts, ideas, to being felt in the body.
7:05 Difficult to go against medical advice, some can follow their own body’s cues, others may trust their doctor for the treatment.
8:55 Weave some specifics into the class: Ahimsa – violent self-talk, notice the quality of their thoughts, are they judging themselves, not listening to the body, violence against the body. Class pause reminded to come back to their thoughts and observe. Feeling betrayal of the body, anger at the cancer, do I do what the body needs. Observing Pratyhara, not being swayed by the sensory inputs, but listening closely to self and body without distractions. It is often a roller coaster ride and difficult to find and maintain equanimity. May just need to accept the emotions generated by the cancer journey. Using other somatic movements are helpful. Did a runway show where they were to walk down a “pretend” runway and say to themselves I am beautiful. In another instance, Yael gave them permission to say “Get your hands off me” This journey has a lot of people touching you without permission – medical personnel etc. and the cancer patients have little choice. Was a deeply felt emotion to take back control of the body. Can I inhabit and experience what I am feeling. Need space to express negative feelings; feelings that are socially unacceptable.
16:15 In each class, the students’ health is varied from just diagnosed, to being in treatment, to being in remission, etc. Class must be modified to match the energy of the students in the room. Although dharma and the goals of the class may not change, the asanas, breathing and meditation may be modified to reflect where the students are and what they need.
18:15 Teaching is dependent on intuition Cultivate being able to sense the energy in the room. Question the students on how they are feeling and what they want from the class and always have some ideas of what you can do given the situation of the class on that day. What is the final pose? How do we work up to it? What’s the emotion of that pose that people can feel? Need preplanning, experience, intuition. This is a learning experience for a new teacher and can only be obtained by teaching. Experienced teachers may rely too much on their experience, but planning what they want to achieve this month and what is the precept they want to offer and how to do that is also important?
24:21 Yael is an educator, so uses curriculum mapping and uses this tool to address planning for her yoga classes. What is the nature of the students, each class especially one that has a stable membership, has its own character. Different issues arise for different ages, conditions. Sometimes resistance is warranted, sometimes not. Using the 5 koshas to figure out a way to practice and organise the class. What is the most pressing issue?
Your Shift Matters: Breakdown to Breakthrough – book by Dana Zarcone. Yael has contributed a chapter.
What does it look like to be an Australian Yoga Teacher in 2018?
With Cate Peterson
Opportunity: Hersha Yoga is offering an online course to expand your knowledge of teaching pregnant women with medical issues. To explore the course: http://bit.ly/HERSHA If you choose to take the course, use this code CFOYHERSHA to receive 15% off. This is a limited offer with set amount of places available at this reduced rate.
2:30 Introduction to Cate and to the topic
Cate believes Yoga is a vehicle for social action and has created/or is part of many organisations doing that.
2:55 What does it look like to be a yoga teacher in 2018 vs. What does it look like to be an Australian yoga teacher in 2018? These are different because we are connected to a country that has the oldest, living, continuous culture on the planet. Aboriginal culture has two major precepts - taking care of the land and practicing what it is to be human that apply to this conversation about yoga. What can we learn as yogis from this ancient and modern culture for our yoga practice? GetOffOurAsana, IYTA, Yoga Australia, and Off the Mat and Into the World have handed out about 2000 postcards encouraging yoga teachers to start their yoga classes with acknowledging country. Paying respect to country and its custodians is more common in Australia than many other parts of the world.
6:50 Yoga Australia is working the relationship between Australian yoga teachers and the elders of the Aboriginal communities around Australia. Aboriginal yoga teachers look at teaching yoga to through different lens because of their cultural background although there are similarities. But yoga must be tailored/taught differently within their communities. The British colonised Australia 240 years ago, very destructive and they tried to destroy the Aboriginal culture. It went underground and has remained strong. Harshness of Australian climate, the Aboriginal people had to maintain their health through dance, ritual movement, nutrition, fasting and pushing the body to the limits, coming together in song to relate to one another and dadirii, aboriginal meditation techniques. Many of these same activities are also in the yoga culture. What can we as Australian yoga teachers learn from and use in our practice.
12:30 Cultural appropriation is a contentious topic in yoga right now; is it Ok to practice another culture’s spiritual practices? Is it Ok to use the cultures images, symbols, techniques out of context? Yoga is 6000 years old, drawing from that about how to be human. But are we paying sufficient respect to the roots of yoga?
14:25 Yoga is evolutionary discipline and changes as the need changes. Can we (should we) meld the Indian lineages of yoga with the Australian Aboriginal culture? Don’t know but the conversation needs to be started. Yoga Australia is starting this conversation. There are some parts of yoga that are easily distorted. Gurus from 19 lineages are in court for sexual misconduct. The guru model gives power and some will take advantage of that power. What is the appropriate model for teaching, or the passing of information?
19:30 In Aboriginal culture, traditionally individuals were stewards/advocates of some part of country – a tree species, an animal species, a waterway, etc. No one person was at the top.
20:55 Yoga is regaining our own physical, mental, spiritual being. What can we learn from the Aboriginal culture and how might that drive yoga in the future?
21:30 What is the goal for bringing together the yoga and Aboriginal communities? Asking yoga teachers to bring elders into their classes for welcome to country, to start conversations, stories of their culture.
23:40 How do you know that anything beneficial has occurred? The next step is to submit the reconciliation action plan (www.reconciliationaustralia.com) and have one year to reflect on the plan and bring communities together to decide what they want to do. When that is approved, then will start on the innovation reconciliation plan to actually put the ideas into place and to monitor and gather data. The third step is the elevate reconciliation plan where Yoga Australia etc will mentor other, similar organisations.
Each yoga teacher must ask permission to integrate these aboriginal tools into their practice. These are one on one discussions to open pathways, build relationships, community building is most important.
27: 35 How yoga was originally taught was to find a guru and the guru was responsible for giving you information as you were ready for it. They were there when you needed someone to go to when you were struggling with spiritual matters. How it looks in the future is unknown but starting the conversation is important?
Note: the crowdfunding Start Some Good that Cate mentions has not gone live yet but will soon.
Body Acceptance with Beth Knudson
Opportunity: online course for accessible yoga for pregnant women
Online course information: http://bit.ly/HERSHA
15% on the course code: CFOYHERSHA. Limited offer.
2:08 Introduction – Beth Knudson – Body Acceptance and Understanding
3:20 “ We are not meant to be the same size all of our life.” Beth was a fitness instructor – helped people lose weight. She had eating disorders – anorexic, orthorexic. Helped women restrict their food, which leads to restrictions in your entire life. If we are restricting in any area of our life, then we are restricting our whole life.
What happens when we change the mindset from diet culture – massive amount of unravelling of beliefs. Start to reframe your thoughts, reframe your beliefs, can take years.
6:55 Started eating in an intuitive way. Listen to the cues of the body, understanding what those mean, so eating when you are hungry, understanding your body’s hunger and fullness cues.
All foods are equal, any food is OK at any time. Tune in to the body, honor those cues. Yoga is very helpful because it focuses on paying attention to physical cues and sensations. Meditation provides focus for internal dialogues. Gives you a practice to start listening to the body.
9:30 Thinking about your weight and what you are supposed to eat or not takes up a tremendous amount of mental time.
“Your life’s purpose is not a weight loss project” – using the weight loss project as a way to not deal with other areas of your life. We have all been carrying around a 20 lb rock and when we put it down, we can do other things.
12:20 The perception of yoga supports the “diet culture” – the young, slim, yoga body. This perception is a big obstacle but there is a group of rebels who are pushing that yoga is for everybody. Beth lives her life and her practice to model and authentic and honest yogi life. There is more than one way to be (a yogi).
14:30 Beth offers a variety of modalities:
Thai Yoga: assisted stretching. Client is totally passive, Beth provides a facilitated meditation with assisted stretching, rhythmic movements, pressure in soft tissues. Client gets into his/her body in a different way. People who don’t pay attention to their body, gets them into their body.
Ayurvedic Face Lift and Thai Reflexology: great ways to start for those with trauma. Both are very restricted in the areas that are touched so there is certainty about where they will be touched by someone else.
18:50 The process that Beth uses with new clients:
1 A get to know you call and see if Beth is the appropriate person for this person’s needs – can refer to others.
22:50 Diet culture – we have lost the ability to understand and notice our body’s cues. Cannot feel for ourselves. Works on more love for ourselves and our body. Work on interoception and pay attention to your body.
If we understand anatomy and physiology we would know that our body is amazing and miraculous. We should be in awe of our body. “We are not meant to be he same size and the same shape our entire life.”
FB group: make peace with your body
Jivana Heyman and Accessible Yoga
Opportunity: Hersha Yoga is offering an online course to expand your knowledge of teaching pregnant women with medical issues. To explore the course: http://bit.ly/HERSHA If you choose to take the course, use this code CFOYHERSHA to receive 15% off. This is a limited offer with set amount of places available at this reduced rate.
2:12 Intro to Jivana Heyman and Accessible Yoga
3:24 Changing the message of what yoga is and can be. Yoga is accessible. Jivana became involved with accessible yoga as an AIDS activist and teaching yoga to those with Aids and other disabilities. Yoga helped with the sadness and sorrow of losing so many friends for both Jivana and his students. He was inspired by students with disabilities. Even though they be sick and dying, they were learning through yoga to cultivate peace of mind.
7:18 Gym yoga was increasing in numbers and in the process becoming less inclusive. Jivana trained teachers over 20 years but students with disabilities wouldn’t consider taking teacher training. In many cases it was too difficult because of short time periods, etc. People with disabilities did not have the opportunity to participate in the depth of learning/understanding of philosophical and other aspects of yoga that occur in a teacher training course.
9:45 Wanted to connect the physical with the philosophical aspects of yoga.
10:15 Trained with Integral Yoga which is a classical yoga lineage developed by Satchidananda. It includes clear and understandable teachings in yoga philosophy.
11:38 Jivana wanted to add a clear community component to Accessible yoga. Developed conferences and the ambassador program; both of which concentrate on building community and providing support to teachers who are teaching special populations. Conferences also provides a platform for marketing the teacher’s skills that may be more authentic than the business model of marketing.
15:51 Currently there are 600 ambassadors = a free program to support yoga teachers who teach underserved populations. There are several FB groups based on geography and language to support each other.
16:52 Jivana wants to develop an alternative model to the business model which fosters competition. We need another method to support teachers teaching accessible yoga
17:54 Jivana did develop a teacher training for people with disabilities. It was a year long and provided individual support. Now Accessible Yoga’s teacher training now helps yoga teachers to learn how to adapt for people with disabilities. How to teach a class that has people at multiple levels of wellness. It is basically a skill-building course.
24:25 To become an Accessible Yoga Ambassador, (although Accessible Yoga’s Ambassador program is changing shortly –details on the website) complete the application form and just have to explain how you are bringing yoga to underserved populations.
26:10 Jivana has emphasised the community aspect to get beyond the competition driven by the business model. He believes the only way to be successful is to collaborate with other teachers.
28:06 The Accessible Yoga conferences are opportunity for the community building component of Accessible Yoga. It is a gift to support each other. Approximately ¼ attend on a scholarship. Conferences planned: October – Germany, May 2019 – St Louis.
Yoga for Men with Missy Hoffman
4:30 Discrimination against men re: yoga
Many believe that yoga should not be modified for men; yoga is for all.
But men and women have different social conditioning, motivations, physical and muscular differences.
6:30 Missy’s research: 80% of Western men agree with the statement that yoga is for women. In India, yoga was primarily a male activity. As it moved from India to the West, businesses started marketing it to primarily more affluent women. In the West, yoga is seen as feminine. Men want to know the outcome, benefits, and function to start practicing yoga. Their motivation in different
9:20 Yoga conversations are demonising physical aspects of yoga and yet this is the way many men start. They are at the beginning more interested in the physical aspects, especially how this can help them with injuries, stress and other athletic endeavours.
About half the men start yoga by coming with a friend, usually female. It helps to get over the barriers invisible to women but obvious to men in a yoga class.
12:16 To teach men, break it into steps and a slower progression, use language they understand
Meet each student where they are at, assuring them that being uncomfortable at the beginning is natural. Tell them the tangible outcomes of a yoga practice. Enhances awareness of the body and emotional state.
15:00 Men have to come to their own realisation of the worth of yoga in relation to what are the outcomes for their body and emotions
18:35 Missy explains why she is adding touch to her list of skills as she takes training in massage therapy. Touch is quite controversial currently with many men being accused of inappropriate touch. Men can be quite confused about what is ok and what is not. There is a lot of fear and shame around touch for men. So may tend to not touch in any situation. Touch helps them with their evolving yoga practice. Touch can also be a trigger for trauma, so permission is always asked for and only given with permission. Teaching about boundaries with asking for permission to touch.
29:00 Attracting men to yoga classes and as yoga therapy clients. You teach men differently. Have them opt-in to the process: this is what I see, here is the process with explanation based on evidence based principles, here are the goals you told me you want to achieve. Functional mobility is of most value to men at the beginning and should be where the emphasis should be placed initially. When they see the value, they often become yoga practitioners for life.
33:30 Missy has launched an online course on to develop and maintain a home practice. And also offers a free 30 minute mobility assessment. More information is on her website.
Online course: www.missykai.yoga/courses
Opportunity: If you are interested in learning about or expanding your knowledge about teaching accessible yoga to pregnant women, Hersha Yoga has introduced online training in this subject. www.hershayoga.com is the website. Clicking on this link: http://bit.ly/HERSHA will bring you to the page for the accessible yoga for pregnant women and you can also pay for the course. If you add the code CTOFYHERSHA in the box for codes you will receive 15% off. This is a limited offer.
Benefits of yoga retreats
Different types of retreats: one day, multi-day, international
Look at the story we tell ourselves about our life
1:30 Introduction to Lauren Maher and Volare Retreats
2:38 Therapeutic Benefits of Retreats
Breaks down barriers between people and barriers within yourself, Brings people into community,Time to be introspective, Longer retreats give you the opportunity to establish a personal practice
6:21 Shorter retreats – asks attendees what they are experiencing to establish a thread to plan the retreat.
International retreats – a chance to leave stress and anxiety behind. Forming support systems, intention to do yoga.
8:27 Benefits articulated by students
Fresh eye and new perspective, Find like-minded friends, Step our of our environment and can make needed changes, Feeds your soul
13:39 Lauren offers a variety of retreats: one day retreats in the LA area, multi-day retreats in California, and longer retreats internationally.
15:01 People choose an international retreat in Lauren’s experience: they are seekers in life, want to partake of the culture, see the art, eat the food, interested in life. They have a spiritual side and also want to do some yoga.
17:07 Lauren’s retreats include yoga but also exploring the culture, the area, the art, wine, and food.
19:39 Retreats give us the time and space to explore the stories we tell ourselves about our life.
23:30 Travel generates resilience.
Yoga website: www.breathedeepyoga.com
Travel website: www.volareretreats.com
SN: Nikola Ellis of Adore Yoga
Yoga Research into Eating Disorders
Research: If and how yoga is beneficial to individuals with eating disorders.
Using western protocols for research
At the beginning, she wanted to research the effect of faulty interoception, objectification, and trauma on the eating disorders. And how yoga may be beneficial.
Standardised the classes so all yoga teachers were essentially teaching the same things in a trauma-informed yoga class.
Asked the yoga teachers and the clinicians there observations of the benefit of yoga.
Outcomes: In addition to the research paper, Nikola developed a series of protocols for giving a yoga class for individuals with eating disorders. These protocols are available at www.adoreyoga.com/blog/
2:07 Yoga Research in the popular press
The number of yoga research projects (in the West) has increased in the last 10 years. The media writes about how yoga helps people with a variety of issues but with little detail about what exactly did the yoga given look like and how did it help the participants. Without this particular information, doing the wrong kind of yoga given the condition may exacerbate the problem.
6:00 Nikola’s guidelines for her research into the effect of yoga on teenagers with eating disorders:
8:10 Nikola found there were three elements that may be involved with why people have eating disorders.
Nikola wasn’t allowed to actually directly measure what happened to the patients that were in the yoga class (it was considered unacceptable to ask very sick children these types of questions).
Modifying the research, the researchers decided to ask the yoga teachers giving the intervention and the clinicians working with the teenagers what they saw as a result of the yoga intervention. Anecdotally, the participants felt it had helped them. The yoga teachers and clinicians also saw improvement and gave very positive feedback.
17:29 The intervention was a 10 week term with one yoga class a week. The yoga teachers were given a template for the classes so that the classes were standardised. It was based on the precepts of trauma-informed yoga and designed using the lenses of yoga therapy. Language is invitational, there were no alignment cues, students were given choice as to how to do the pose within the bounds of safety. Gave students a choice which is very rare during their treatment.
29:50 Outcome: In addition to the research paper, Nikola has designed a set of protocols for yoga teachers or clinicians that want to add yoga to their treatment plans. These protocols are can be accessed on Nikola’s website.
FB, Insta, Twitter: adoreyoga
Working with other professionals to meet the needs of the whole person.
Benefits include better proprioception and social engagement
Collaborate with the family to help special needs children.
1:00 Introduction to Sheelah Rodriguez and Adaptability Yoga
Works in therapy centres, after school settings
Works with different challenges –physical, developmental, and mental challenges of children from toddlers to over 18.
May introduce the same material e.g. super heroes but at different developmental levels.
Class – starts slow, moves to the peak of activity, then down to calmer activities and then relaxation
Uses themes, music, mantras (self-affirmations), poses, meditation, some pranyama in classes
13:15 Work on the whole person
15:30 Collaborate with family and other professionals. Team approach; incorporates yoga concepts to meet the goals for the child set by other professionals.
Experience with other organisations and professionals through her work and has found that the other professionals are quite generous with their knowledge and support
18:30 Benefits to students include better understanding of proprioception, and helps with social engagement.
Highlights: Intensive Yoga Retreats for Cancer Patients
Lee Majewski has created and implements a 3 week intensive for those diagnosed with cancer.
Anyone with the diagnosis, in or finished with treatment can attend the retreats.
Yoga tools are taught to help them with their fear, feeling like a victim and negative thought patterns
6 years of research shows significant benefits for the attendees.
1:16 Introduction to Lee Majewski
3:15 Created a 3 week Intensive Retreat for Cancer Sufferers. Based on her own experience of cancer. There is a gap in care for cancer patients in that during or after the medical treatments there is no support or resources for dealing with the effects of the diagnosis or treatments.
6:20 Anyone who has been diagnosed with cancer, in treatment or finished with treatments of any type of cancer is eligible to attend the retreat. Each attendee develops with the facilatators their unique practice. Small groups
7:40 A typical day:
Asana and pranayama early, yoga lecture, pranayama and meditation, restorative yoga with mudras/guided meditation, yoga nidra. Chanting. Each is developing their own practice using tools they need to help them with their cancer journey.
10:45 Lee has done research on the effects of the retreat. Attendees take standardised psychological tests the first day, the last day and 3 months after. They have recently added tests at 6 months and 12 months post-retreat. They have 6 years of data.
14:00 Attendees Benefits: given back their control and lose their victim status. Many feel fear and/or depression. The tests show marked decrease in depression over the course of the retreat.
17:00 Structure of the retreat
First week: getting used to the place, diet, techniques, yoga and the other attendees.
Second week: Face their own fears, give them tools to help with these fears
Third week: Learn to manage their thought patterns. Establish their own unique practices and how to find time to do the practices daily.
23:10 Lee has also designed a chronic disease retreat based on the same organisation.
25:37 Lee is looking for other yoga therapists to help her spread these retreats to other English speaking countries and then worldwide.
YAMA Foundation of Hong Kong founded by Hersha Chellaram
offers classes and training in:
Accessible yoga for pregnancy, for differently abled children and adults, and training to become a yoga teacher for those with different abilities.
Yoga teacher/therapist must read the class to provide the correct tools to meet the student/clients’ needs.
Internal Family Systems (IFS) combined with the yoga – asanas, breathing, visualisation, and meditation can help find the source of trauma.
Movement can disrupt trauma held in the body.
Have a healthy relationships with emotions like fear. Ignoring emotions stores them in the body.
1:15 Introduction to Yael Sunshine
2:56 Yael explains her classes for those suffering from breast cancer at Nyack Hospital. People can either be physically compromised from surgery or compromised energy from treatments. The yoga teacher/therapist should read the needs of the clients since there will be students all along the spectrum of breast cancer from diagnosis to years after treatment.
6:00 Healthy relationship with fear – Everyone has fear; fear can run you or you can have a relationship with fear. Allow yourself to feel fear (or any strong relationship), having dialogue with self about the emotion. Moving the body expresses/releases strong emotions.
8:45 Yael working with a psychologist uses Internal Family Systems (a type of therapy) based on Richard Schwartz’s work and yoga to help people and sustain change.
16:50 Recovery classes use yoga to physically feel the 12 steps as well as emotionally.
19:10 Take ourselves too seriously in yoga sometimes; need humor.
20:00 Yael contributing to “Your Shift Matters” which is based on the idea that a traumatic event can lead to transformation.
Your Shift Matters: Breakdown to Breakthrough – Dana Zarcone
1:20 Introduction to Charlotta
3:25 Research on how yoga affects young people: Hippocampus .eu Working the with the European Union and includes asylum seekers. Training those who work with young people like social workers, psychologists, teachers. Just started working with refugees in Italy. Syrians are open to yoga while Muslims from Africa can be concerned about religious issues.
6:20 Charlotta works with women in the UAE and has designed some yoga classes sensitive to Islam. The women in the UAE have said that their yoga practice brings them closer to their religion, single gender classes, allow them to express how yoga might challenge or support their religion.
9:42 Pressures and stresses of being a teenager today. 1 in5 14-17 year olds have a diagnosable mental health issue. Suicide is the largest cause of death for males under 21. Social media is impacting health – constantly having to present yourself in a certain way while having a strong desire to belong. Acutely aware of suffering across the globe which can be difficult for young people.
13:40 Yoga’s benefits for young people: their greatest fear is being alone and not belonging. Yoga allows you to be alone with others. Moving, breathing, together but being in your own body.
16:11 Charlotta’s book: “Teen Yoga” a practical handbook on how we can help young people physically, mentally, spiritually (available in August 2018) . Audience for the book is professionals who use yoga as therapy within their professions. But is also good for parents.
18:15 Teen Yoga Foundation - became a charity in 2016. Charlotta started teaching yoga in schools and because of the need, started training others to teach teen yoga. Invited to bring her teach in orphanages in Sierra Leone for children that had been traumatized. Invited to Kashmir. Will be working in Johannesburg in the townships. All of these places are hoping that yoga will cultivate inner peace which will then lead to outer peace and stop the fighting that these different countries have experienced.
24:50 Teenagers are disembodied – Psychologists almost always say that teenagers are disembodied; their bodies are not their friends. They look at themselves from the outside. Leads to less satisfying relationships, not knowing what emotions are (since they live in the body) they can’t get what they want. Yoga brings inner peace and self-acceptance
28:15 Have just launched the beta version of a yoga app for teenagers. Allows them to do yoga without having to go to classes. It should be available in 2019. Anyone wanting to know more about the foundation, especially young people, can contact Charlotta through her website. They always need more resources: people, money, assistance.
FB, Instagram: teenyogamindfulness
Book: “Teen Yoga” – Amazon – available August, 2018.
Marsha Danzig – Yoga for Amputees
1:15 Introduction of Marsha
2:35 Yoga for Amputees – classes, yoga teacher training for teaching amputees. The basis of the classes and training is: every person is whole. Amputees may not feel whole physically, emotionally or mentally. Maybe stared at often. Takes effort everyday. Need resilience.
7:37 Marsha’s journey: starting teaching classes for “normal” people but attracted students with challenges. Students started asking for her help for their family, friends. Started teaching yoga for kids with challenges. Offered classes for veterans and gave workshops on that topic. The workshops grew into training because of the demand.
Yoga for amputees has been celebrated as one of 13 top programs for adaptive yoga for DoYouYoga.com
13:40 “Yoga for Amputees” – Marsha’s book will be published soon and it is quite complete: includes types of amputations, prostheses, adapting to amputations, chapter for clinicians and developing a patient care plan including yoga
Continued learning and client is the expert on what will work for them
16:00 How to make an amputee feel comfortable in class Teach to capabilities and the highest possibilities. Your belief in their ability to do yoga will make them believe it also. Amputees are inventive and creative, since they will be faced with new situations every day and have to figure out how to adjust. Don’t put hands on the prosthesis. Amputees practice mindfulness daily as they must be very aware of the situation and how their body will react.
23:02 Teacher training for teaching amputees. On-line course for trainees worldwide. With online weekly classes, trainees have more time to absorb the information. For teachers that may need help with a student with an amputation, Marsha provides consultations to develop the teacher’s expertise in providing yoga for that student.
25:57 “From the Roots: Marsha’s book about her journey. Includes poetry, stories, essays on how to live with long-term illness. Can be ordered from Amazon. Everyone should live daily at their highest essence and create daily.
Website, FB, Instagram: yogaforamputees
1:19 Introduction to Melissa Turnock
2:35 Neurogenic Tremor
4:35 TRE definition
9:32 TRE in a yoga class
12:50 Benefits to students of TRE
17:45 Teach regulation and integration in class
Looking for irregular breathing, eye contact, engage in conversation, stop and start tremors so students know they are in control.