AWAKE Youth Program

Awake Online Breathwork Program can also bring practical knowledge about the breath to schools and universities. Giving easy and free-cost well-being tools to students could increase their chances to cope better with academic and social stressful situations. There is a considerable amount of research that stresses how slow and diaphragmatic breathing decreases anxiety levels and promote emotion regulation in people (Consolo et al., 2008; Hunt et al., 2018; Kaushik, et al., 2005; Ma et al., 2017; Vranich, 2016). Both, variables that could have a positive impact on the academic performance and social engagement of students. Likewise, teachers could also benefit from this program in three ways: it could decrease their stress levels, promote recovery after a long day of teaching, and give them a variety well-being tools that they could share with their students.

If your pedagogical approach resonates with our program, do not hesitate to contact us!

References

Consolo, K., Fusner, S. & Staib, S. (2008). Effects of diaphragmatic breathing on stress levels of nursing students. Teaching and Learning in Nursing, 3, 67-71. doi: 10.1016/j.teln.2007.10.003.

Hunt, M., Rushton, J., Shenberger, E. & Murayama, S. (2018). Positive Effects of Diaphragmatic Breathing on Physiological Stress Reactivity in Varsity Athletes. Journal of clinical sport psychology. doi 10.1123/jcsp.2016-0041.

Kaushik, R., Kaushik, R. M., Mahajan, S. K. & Rajesh, V (2005). Biofeedback assisted diaphragmatic breathing and systematic relaxation versus propranolol in long term prophylaxis of migraine. Complementary Therapies in Medicine, 13, 165-174.

Ma, X., Yue, Z., Gong, Z., Zhang, H., Duan, N., Shi, Y., Wei, G. & Li, Y. (2017). The Effect of Diaphragmatic Breathing on Attention, Negative Affect and Stress in Healthy Adults. Front. Psychol. 8 (874). doi 10.3389/fpsyg.2017.00874

Vranich, B. (2016) Breathe: the simple revolutionary 14-day program to improve your mental and physical health. London: Hay House. ISBN: 978-1-78180-753-8.

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