Embodied Yoga with Mark Walsh

 

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?

  • Being with positive ethical people in a yoga class

  • Mindfulness of body, breath, emotions, posture

  • Chemical mechanisms

  • Practice gives you tools like persistence, dedication, etc.

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?

  • First acknowledge that yoga is very dense and could be a life-long study.

  • Other disciplines an provide off the mat benefits

  • Can look at cultural bias

  • Why are students choosing this type of movement; is it a good or bad pattern for them?

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.

 

Contacts:

Instagram: warkmalsh

FB: @leadership.coach.training

YouTube: Integration Training

Websites: www.embodiedyogaprinciples.com

www.embodiedfacilitator.com

The Perfect Amount of Challenge Dayna Pinkerton

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.

Contacts:

Website: www.daynapinkerton.org

LinkedIn dayna-pinkerton-c-iayt

Pinterest: daynapinkerton

FB: dayna.hanlon-pinkerton

Mindfulness and Grief with Heather Stang

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

Contacts:

Website: www.mindfulnessandgrief.com

Insta #mindfulgriefquotes

Twitter: @HeatherStangMA

FB: mindfulnessgrief

Integrating Dharma in Your Classes with Yael Sunshine

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?

Contact:

Websites: www.yaelsunshine.com

www.embodiedresiliencetechnique.com

FB: SundariWellness

Instagram: yaelsundari

Your Shift Matters: Breakdown to Breakthrough – book by Dana Zarcone. Yael has contributed a chapter.

Yoga for Eating Disorders

Yoga Research into Eating Disorders

Highlights:

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/  

 

 

1:06 Introduction

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:

  1. a) must be evidence-based,
  2. b) look for what is helpful,
  3. c) how do we measure what is helpful,
  4. d) start with a literature search.

8:10 Nikola found there were three elements that may be involved with why people have eating disorders.

  1. a) Interoception: receptors throughout the body are always reporting on what is happening in the body, things like digestion, blood pressure, hunger, etc. People with eating disorders may not be able to feel their body or they misinterpret what they are feeling.
  2. b) Objectification: A person only values certain parts of themselves i.e., their looks or their body.
  3. c) Suffering trauma: childhood sexual abuse may be a contributing factor in 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.

Contact:

Website: www.adoreyoga.com

Email:nikola@adoreyoga.com

FB, Insta, Twitter: adoreyoga

Adjustments with Christine Wushke

1:12 Introduction to Christine Wushke and adjustments

2:15 Adjustments – many of us were taught hands-on adjustments to make the student’s body take a certain shape. Christine prefers supporting the student to go into their own body and learn to make their own adjustment and correct their own movement. Her philosophy is to a) help the meet their own yoga goals and b) how to support them to realise what they need to do make their own adjustments. Christine uses the Hakomi (a body-based therapy) precepts of mindfulness, non-violence and organicity to direct her adjustments.

8:15 Walking toward experiment. Two individuals each go into mindfulness, one quite deeply. The other one walks toward the other one. When in mindfulness, one is highly sensitized to movement and proximity. Students in a yoga class are usually relaxed and will be in some form of mindfulness and so very aware of movement and proximity.

16:25 Student led yoga – teacher supports them in meeting the student’s yoga goals and not the teacher’s goals. Teacher needs to be aware that cues will be interpreted differently by different students. Teachers need to learn how to track their students to see if a cue is causing them to react negatively.

21:00 Adjustments for safety. When is it appropriate to touch a student? Need consent, trust, and a sense of safety before adjusting. What is your reason for and how to touch a student to make an adjustment.  May touch to show a student a part of their body that they are not aware of or to emphasize a movement that is dysfunctional. But a light touch or tap is sufficient.

27:00 Bigger adjustments may be needed if the movement disrupts the student’s ability to understand where their body is and how it moves (i.e., arms overhead and how to externally and internally rotate the arms). If the teacher puts the student in the pose, then they haven’t learned anything.

29:00 May not be able to do the movement because they don’t have the neural pathways to do so. Students may not be aware of habitual movements and don’t know where there body is in those movements.

35:07 2nd toe lift: after warming up the toes, lift only the 2nd toe. Because most of us have worn shoes all of our life, we don’t have the neural pathways to move our toes individually. Doing the 2nd toe lift builds neural pathways (can help by having a finger lift up the toe) and then have to work on “training” to build strength to lift the toe without the finger.

35:45 Fine tuning our tactile touch. Just touching and gently moving the student to the extent that the student does not resist. Don’t push to the resistance and beyond – this is where injury can happen.

 

Contacts:

Email: journeytolight@gmail.com

Website: freelyhuman.com

FB: let.your.heart.sing

Yoga for Writing with Courtney Kilian

1:45 Introduction to Courtney Kilian

2:40 Writing and Yoga - Kilian found that yoga and writing  complemented each other and were therapeutic in her experience.

4:40 Benefits of yoga and writing for students – a) helps them get through their blocks, b) uses chakras as part of the course,  c) students begin to understand that creativity is not a luxury, d) yoga has the body releases the blocks that prevent creativity, d) use meditation and breathing as bridges between everyday life and the yoga space. Yoga puts them in the present.

11:42 Developed an online course to be launched June 2018 consisting of: gentle yoga, mindfulness, breath, meditation. Movement to get to know the body, each week work on a chakra, meeting students where they are at, and teaching them to find out where they are at, then restorative yoga. Teacher is just the guide, your body tells you what you need to know.

15:25 Class starts with an intention, mantra and meditation on arrival. Use journal prompts about how body feels, and what are blocks. Encouraged to really notice what is happening when student moved, breathed, meditated. Courtney started this after a severe car accident with a head injury. Her former preferred yoga – power yoga – was no longer accessible and she had cognitive issues. Going back to the basics in both yoga and writing helped her have a conversation with her body and helped her recovery.

20:00 Migraines started after the injury which would incapacitate her. Started an online course for migraine sufferers which includes education to find your triggers for a migraine, and to dampen the symptoms from getting worse. Exercise can trigger migraines so have to have very gentle movements, have a conversation with the body to see how that felt, learning what is acceptable. Poor posture and hormonal imbalances can also trigger migraines. Yoga can help with these also.

24:35 Yoga is such a beautiful practice; if you can breathe, you can do yoga.

 

Contacts:

Email: c.amberkilian@gmail.com

Website: www.on-and-ink.com (where you can sign up for her newsletter)

FB: on.ink.inspired

Yoga for Migraines: http://omandink.com/video-and-e-book/

Yoga for Writers: http://omandink.com/yoga-for-writers

Healing Yoga with Jean Di Carlo-Wagner

1:11 Introduction of Jean Di Carlo-Wagner

3:56 Created a class for people in treatment for cancer, long term survivorship, and in transition. She was diagnosed with cancer and could find no suitable yoga classes as she went through the stages of cancer treatment.

Students are all laying down for the entire class. Yoga allows people to deal with the emotional aspects of the diagnosis or living with a chronic disease. Allows them to decompress. 60% of people diagnosed with cancer will have a re-occurrence. They become chronic patients then and need to manage their nervous system as they go through the process. Yoga provides equanimity as it has the most tools to help and makes the most impact. The ripples of the diagnosis last for a long time, often resulting a many stress-related issues. There is nothing that yoga can’t make a little better.

13:00 Benefits for students – class concentrates on breathing fully and naturally. People in stress often have constricted breathing. Makes space for people that are in some form of healing, it provides community, and cancer often motivates people to have a healthier lifestyle of which yoga is one aspect.

21:50 Witness – a non-judgemental look at ourselves, accepting our bodies as they are now, notice what is happening without attaching emotions. Jean gives a one minute witnessing meditation that she often uses in class.

22:30 Class begins with students that want to introducing themselves and what their bodies need. Language is very invitational asking people to move in any way that their body can do easily. Class usually consists of 25 minutes of stretching, 25 minutes of meditation, and 15 minutes of breathing.

Medical doctors are more accepting of yoga as part of the treatment for healing from cancer but do want valid research about yoga in this role. Research in yoga is changing from surviving cancer to the quality of life in the journey. Recent research which is more valid than older research shows that yoga is the safest and best for the majority of students in a class for people with cancer or surviving.

40:45 Transition – Jean brings the classes breathing and meditation aspects to the student’s home that can no longer attend class. Yoga allows space for discussing what is eternal in us; what transforms but does not die. Yoga helps us “walk each other home”. Helps other students in the class accept the death of a former student.

43:45 Yoga for Healing Phone Call – once a month Jean posts the date on FB for the monthly phone call which is very similar to the class.

48:40 Jean has uploaded 52 meditations on her website (www.yogabeing.net). This is her legacy to produce content that will be of use to others with chronic diseases or those that enjoy the meditations.

Contact details:

Website: www.yogabeing.net

Email: yogaforcancersurvivors@cox.net

FB, Insta, Vimeo, Pinterest, LinkedIn, Alignable: Jean Di Carlo-Wagner

Twitter: JeandW

Sound-Cloud.com – Yoga Being

Research with Lara Benusis II

1:12 Lara Benusis Introduction

1:40 Yoga Research Protocols - Lara developed protocols for departments at Sloan Kettering. She also was a subject of research projects when she was at university. She also dropped out of one which gives her insight into the issue of keeping subjects continuing with the research study. Can give incentives, but incentives have to be acceptable to a wide variety of subjects for the research results to be applicable to the whole population that is being studied. Developing protocols is a collaborative effort which has positive and negative aspects. 1st step is literature review to look at what yoga research and other movement research has studied on the research question. 

13:120 Medically trained and Ph.D.'s are becoming much more accepting of good quality yoga research and yoga in general but they need the expertise of experienced yoga teachers to add to the protocols developed. Lara is constantly applying the concepts learned from research to her teaching and research.

17:00 Yoga teachers generally have low interest in yoga research. Lara is contemplating a Facebook group like a book group to read and discuss yoga research. Wants to share her expertise to other yoga teachers. She speaks up about misuses of research (e.g., yoga (mats) cause plantar warts which led to cleaning yoga mats after every use) but this was based on 5 instances of yoga students having plantar warts among a podiatrist' s clientele. However the cause of the warts was not definitively yoga - could have been many things. 

26:00 Yoga teachers also need to be more collaborative because if they don't they have to be a expert at everything. Teaching basic yoga may not need as much collaboration but when teaching students with health issues it becomes very important.

Contacts:

email: lbenusis@yahoo.com

Facebook: facebook.com/Larayogaluv

Insta: #Larayogaluv

Twitter: @Larayogaluv

Research with Lara Benusis I

1:26 Lara Benusis Introduction - Has been teaching yoga since 1996. Was recruited by Sloan Kettering Memorial Cancer center as a yoga teacher and researcher. 

6:15 Takes years to understand research and design of research. Quantitative research is data driven - reduces to numbers. Qualitative research is telling the story. Yoga teachers are qualitative researchers as they note what is happening with the body, during movement, breath and meditation. 

9:21 Yoga research vs. generic research. Questions about yoga can sometimes be answered with other kinds of movement or rehabilitation research(e.g., exercise oncology).

Research is reductive; can only at this time measure or describe the components (movement, breathing, meditation) of yoga, not the whole yoga experience.

First step in research is literature review to see what has already been done in yoga and other complementary areas asking similar questions.  Don't want to replicate completed research.

16:36 Differences between the Western and Eastern approach to yoga research. Data driven vs. experiential. Karen Sherman was the first significant (Western) researcher to research yoga's benefits. Her study was about back pain and compared yoga intervention to standard treatment at the time. Put yoga on the evidence-based map. 

Research pushes the conversation forward, but can't answer all of the questions. Parts of yoga will be missed because of the reductive nature of research. But different research projects can help shine a light on different aspects of yoga.

Yoga Body Image Coalition with Melanie Klein

1:45 Introduction of Melanie Klein

3:36 In 2002, yoga culture changed. Big corporations bought yoga studios, the phenomenon of "yoga celebrities" began, advertising changed. Yoga advertising started following the lead of fitness, beauty and fashion industries. There was money to be made.

7:55 Few talking about this cultural change. The discussion of how to present another face of yoga has grown exponentially since 2010. But yoga is still being commercialised.

9:53 To change a culture, storytelling is powerful. Although what you hear is not in your experience, it can generate empathy and a willingess to be part of the discussion. It emphasises the "humanity" of people and makes it easier to see points of connection. 

12:31 How do we bring the corporations into the discussion? There has been some success discussing these issues with the yoga magazines. But there are constraints on corporations in how they can react to these points. Convincing them that there is still a profit in not replicating the existing models (fitness, beauty, fashion) First step is to have discussions between the grass roots trying and corporations.

17:00 Yoga and Body Image Coalition gave visibility to many people working on their own to expand the perception of yoga. It was created 4 years ago to aggregate these individual efforts to increase reach.

26:10 New Book: Yoga Rising: Stories of Yoga Renegades. The conversation was not complete after the 1st book was published. the 1st book - Yoga and Body Image - told the stories of the benefits accruing to individuals using yoga to gain body acceptance. Book II: Yoga Rising is critiques of business and cultural models in yoga or who do you become when you reach body acceptance. 

Book III:  will have the theme of yoga's effects on trauma and grief. How yoga helps with the adversities in our lives.

29:55 Advice for Yoga Today?  Really step deeply inside their practice to see if their life reflects their yoga practice. How have you taken your yoga off the mat?

Contact:

Instagram: #ybicoalition, #melmelklein

Books websites:

www.yogaandbodyimage.org

www.yogarising.com 

(and you can access free downloads to guide discussions about these issues in your community for both books.

www.ybicoalition.com 

www.melaniecklein.com (available soon)

www.ybicoalition.com/support provides the only source of funding of the coalition (really nice t-shirts with ybicoalition tag lines)

Michael Lee - Yoga Therapy Pioneer

1:15 Introduction to Michael Lee

2:15 Michael explains why he has more faith in yoga than ever before. Mental health workers and therapists are now taking yoga therapy training as they see the benefits. Neuroscience research is now supporting the body/mind connection. Research on consciousness. Helping people come into the present and become aware of their own insights.

8:30 In the 1980's there was a great flourishing of yoga therapy (Dean Ornish's study on reversing heart disease with lifestyle changes including yoga, Michael Lee began Phoenix Rising Yoga Therapy and the International Association of Yoga Therapists began in 1989.) Michael explains his own deep experience with yoga that led to some important insights that he carried with him since he was a child. Michael and other well-known yogis knew that yoga could help even if they didn't know why. 

17:05 About 10 years ago, neuroscience and psychological research started explaining why yoga can help people change. The connection of neuroscience, psychology, yoga philosophy, and Buddhism/mindfulness began to explain what everyone was experiencing.

18:42 The changes in Phoenix Rising Yoga Therapy training over the years. Started as very experiential and has gradually added knowledge components as the research start's clarifying the results of the experiential learning. 

21:16 Michael recently talked to astronauts about the overview effect. As astronauts contemplate the earth when they are in space, they begin to change. They understand that there is one small blue marble that all of us live on and they become much more interested in environmental causes, or philanthropy because they understand the world's fragility.

25:38 What is the future of yoga? Yoga therapy is becoming much more accepted in the medical realm as it becomes a modality for helping cancer surgical patients recover and to help with the changes needed in patients and their caregivers.

Huge increase in interest in yoga therapy in Japan.

30:00 Difference between yoga and yoga therapy. In essence there is little difference but in practice yoga therapy requires deeper knowledge and the skills are quite different.

Contact: 

Email: michael@pyrt.com

Website: www.pyrt.com

Resources:

Bessel Van de Kolk: The Body Keeps Score

Stephen Porges: Polyvagal Theory www.stephenporges.com

Bruce Ecker: Memory Reconciliation to Facilitate Change www.coherencetherapy.com

Lorenzo Cohen: www.vyasahouston/yoga-research/yoga-for-cancer

Techniques to ease anxiety

1:20 Introduction 

2:30 Mindfullness vs meditation. Is there a difference or does it matter.

6:30 Increase in anxiety - our technology is a key contributor to the increase in anxiety. The devices are intentionally addictive and our brain produces dopamine at every ding to ensure that we will continue to use the device. 

12:00 Using hypnosis in treating anxiety. All of us have reached a hypnotic state which is a focused state of awareness. Driving somewhere and then not remembering how you got there is called highway hypnosis - the subconscious took over while the conscious thought of something else. You change your focus by focusing on the positive which needs consistent practice but it can lessen anxiety. Yoga helps with this by emphasising focusing strongly on one thing.

17:25 Stephanie works with women with anxiety primarily. She has developed a variety of techniques to help so each person has something that will calm them. It is partnership between the two of Stephanie and her client. 

20:30 Short term vs long term anxiety. Although there are differences, there are more similarities. Using the techniques to calm the nervous system will work in either situation. Have to build the capacity for resilience daily with simple techniques. Two simple techniques are discussed and why they work.

26:43 Stephanie will have a book published soon: "Goodbye Anxiety - Hello Freedom: Building resilience to overcome anxiety"All of the many techniques that Stephanie uses are explained in the book so that anyone can find something that will be beneficial for them. To find out about the launch of the book: go to 5easywaystocalmanxiety.com to download tips on helping with anxiety and when the book launches, you will receive notification of how to access the book.

29:10 The techniques require that they be practiced daily. Stephanie helps with building that habit or choosing an accountability buddy can help build that habit. Stephanie works online with women, men and children to help them build resilience to calm their anxiety

Contacts: 

email: SD@stephaniedalfonzo.com

website: www.stephaniedalfonzo.com

FB: Stephanie Dalfonzo

Twitter:sdalfonzo

Instagram: StephanieDalfonzo

To find out about the launch of the book: 5easywaystocalmanxiety.com

Nourishing the Nervous System with Yoga

1:28 Introduction 

2:53 Tools used in senior yoga classes: sensory processing and integration techniques. Helps clear and reset the nervous system. 

6:00 Teaching veterans: a former marine's view. Many ex-military suffer similar symptoms-PTSD, anxiety, pain, and "over-doing" Military trains nervous system not to pay attention to signals from the body and it becomes agitated and then needs training to learn how to be calm.

9:23 Yoga's benefits for veterans exercises to learn to exist in the parasympathetic state. Direct own energy and tone nervous system.

14:36 As a veteran, Sheila also experienced these symptoms and she developed and or studied tools to make her feel better which she now shares with her students. Uses body talk energy system, yin yoga, ayurveda, and sensory processing and integration with her senior and veteran students and children

Experiential Learning (+) in Yoga

Experiential Learning with Charlotte Nuessle

2:44 Positive Neuroplasticity -shape your brain throughout your life. Brain tends toward negative -survival mechanism. Brings out negative emotions and fight, flight or freeze reactions. Tools to bring about concentrating on the positive to deepen or grow neural pathways that pay attention to positive. Leads to resiliency. Gratitude practice.

14:50 Experiential Learning definition. Becoming a witness; stand back from negative experiences. Unique to each person and set a unique intention for the class. People don't live in their bodies often; need to get them back in to fully integrate an experience. Develop compassion and kindness for themselves. Examples

24:50 Positive brain pathways plus experiential learning. Culture separates mind, body spirit. Priority to guiding people to connect with their body and feel safe.

31:45 Tuning into one's nervous system: kindness to self, aware of fight, flight response, mentor, yoga practice

Contacts and Resources: Email: charlotte@charlottenuessle.com Website: www.charlottenuessle.com

Free online webinar: Tuning into your Nervous System and Healing Trauma - www.charlottenuessle.com On Line Course: Tuning into Your Nervous System (website) Dr. Rick Hanson www.rickhanson.net/ (more info on cultivating positive neuroplasticity)

Pranyama

Breathing with Sharon Harvey Alexander 2:50 Sharon "loses" her breath at 15 and begins to find it again in her late twenties when she begins yoga. The connection of breath and movement unites all of the pieces of an individual.

5:54: Breathing, autonomic nervous system, vagus nerve definitions and connections.

11:00 Yoga Nidra - centering activity in the class. Relax and integrate the movement and breath of the rest of the class.

14:00 Types of breathing, what they do,and how they connect with the vagus nerve, nervous system and the brain.

16:50 Vagus Nerve can bring about relaxation through the right kind of breath. Fight, Flight, Freeze or rest and relax determined by either sympathetic or parasympathetic nervous system.

22:30 Learning to Breathe, Learning to Live by Sharon Harvey Alexander. Simple tools to relieve stress and invigorate your life. 6 Breathing techniques to stimulate the relaxation response. Includes guided meditation. A 5 week plan to implement stress reduction activities.

25:55 Koshas - ancient model to consider all of the aspects of who we are.

Contacts: email: mountainsmiles@msn.com website: www.mountainwisdomwholistichealth.com Twitter: @SharonHA FB: Sharon.H.Alexander

Sharon's Book: Learning to Live, Learning to Breathe, Balboa.press.com and type Sharon's name or the name of the book to find it on the publisher's website.

Restorative Yoga

2:40 Definition of Restorative yoga especially as opposed to gentle yoga. Blanket term that is different for lineages, teachers. Long holds but not necessarily passive poses. Yin Yoga has long holds and relaxing into gravity. Leslie's definition for her classes: restorative classes invoke the relaxation response. Going into the parasympathetic system. To get to the relaxation response: rhythmic device (e.g., breathing) and non-attachment to intrusive thoughts. Different kinds of poses, not all supine. Use lots of props. Support body and relax 

12:53 End goal of restorative 

Mentoring as part of Teacher Training

Download the podcast here
 

1:16 Introduction to our guest Kristine Koverii Weber

3:45 Mentoring – choosing a student to mentor. Student has a specific goal often about teaching a special population (given the therapeutic nature of Kristine’s work). It is  one or two hours/month. Usually on Skype.

6:40 Benefits of Mentoring – basic yoga teacher training is very basic and tends to deprofessionalise the industry. It has been watered down over the years and devalues what yoga teachers have to offer. Neuroscience research shows that 10,000 hours of training are needed to achieve mastery in an area.

9:22 Mentoring is valuable but teacher training needs to change to professionise the industry. Perhaps 200 hour training could be a lifestyle training for one’s own use and not for teaching. Making the 500 hour training the basic training would be a good first step. The 200 hour training is giving people the false assumption of expertise.

12:35 Benefits of mentoring for the mentor. Opportunity to engage with new, enthusiastic teachers. I find the gaps in my own teacher training in theory and practice. It is a useful reflection process for the mentor and reminds Kristine to access the knowledge of her mentors.

14:30 Students’ benefits from mentoring. Having a relationship with an experienced teacher and help you problem solve. How does a new teacher skillfully evaluate new ideas, research or practice in yoga with little experience and basic training. The mentor can help the new teacher navigate these issues. Have a personal relationship with a teacher. Isolation can be a problem with yoga teachers and mentoring can help to build a community.

19:45 History of teacher training and what it should be. All acquisition of knowledge is based on three ways to obtaining that knowledge: inference (scientific), perception (own experience), and authority (teachers). Need a balance between these three ways of knowing. Yoga teacher training in the future has:

  • 500 hours minimum
  • Schools  being more transparent about what they teach(e.g., fitness vs. philosophy)
  • Acknowledged that social credentialing is suspect (testimonials from newly minted teachers)
  • Audits to ensure that teacher training schools are teaching as they proposed when approved.
  • community standards

29:37 Downloads: Kristine is offering E-Books on how to choose a teacher training course. Go to her website (www.subtleyoga.com), sign up for her newsletter and download the E book for thoughts on choosing a teacher training course.

31:00 Contact: www.subtleyoga.com

Resource : NOTE: Kristine meant to say Dr. Richard Davidson (https://www.richardjdavidson.com/) instead of Dan Siegal for information on his study of meditation.

Anatomy in Teacher Training

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5:35 Maria Kirsten’s method of teaching anatomy: knowing the family around a movement. Donna Farhi notices that in teacher training, students are taught to mimic a shape.

15:30 Spiral of training, teaching, questions, back to training, etc. Especially for short-term teacher training, make a commitment to life-long learning. Driver’s Licence analogy: P, L and full licence. Integration is critical and takes time.

21:09 Maria’s story of her training cycles. Moved towards functional movement (e.g., forward folds, hinge or roll up).

29:00 References: Anatomy courses to explore after finishing teacher training –

Digital courses:

Simon Borg-Olivier, Leslie Kaminoff, Tiffany Kruikshank, Amy Mathews

Workshops: Judith Lassiter, Donna Farhi, Judy Krupp, Libbie Nelson

Yoga Journal articles

Lifelong learning is critical to a yoga teacher. They will need anatomy training at the beginning and will come back for refreshers in anatomy. Going outside your own field can be helpful (Qi Cong, Tai Chi).   But after a while, other aspects of yoga may become more important.

38:21 Yoga and Public Health

Integration of yoga and yoga therapy into the public health system. Maria’s next project is developing a series of trainings for yoga teachers to become health promotion officers. These trainings will empower people to manage their own health and how to collaborate with other yoga and health professionals.

Contacts:

Instagram: @yogaforgrownups

Facebook: MariaKirstenYogaTherapy

Website: www.yogaforgrownups.com

Email: maria@yogaforgrownups.com

DVD: Applying anatomy learning as Maria videos a class she teaches. Can get the DVD by contacting Maria through the website.