by Victoria Tennant
All children will experience stress, sometimes significant amounts of it, in their lives. Adults ordinarily fail
to recognize the incidence and magnitude of stress in the lives of children. For example, studies have
shown that "parents perceive children as having lower levels of stress than children perceive themselves
as having." (Humphrey, Helping Children Manage Stress, 1998, p.8) This is confirmed by a nation-wide
survey that concludes "parents underestimate how much children worry" (Witkin, KidStress, 1999, p.11).
Our complex modern society has greatly increased the amount of stress adults and children are exposed
to. Children are experiencing more stress at younger and younger ages. Even in the womb a child picks
up the mother's stress stress chemicals such as adrenalin and cortisol cross the placenta.
Young children may experience stress from:
disrupted homes, blended families, both parents working outside the home;
increased exposure to violence, both real and on the screen;
excessive screen time;
being over scheduled;
feeling pressured to perform or behave beyond their ability. (Witkin, p.2)
failing an exam
physical appearance
judgment or evaluation by others
unrealistic classroom demands
the future
problems with peers
problems with a boyfriend or girlfriend
any situation that threatens self-esteem
disagreements with teachers, parents or other adults (Feinstein, Secrets of the Teenage Brain,
2004, p.94)
"Every time we have to chose up sides for a game, they never pick me, even last. They don't want me on
their team." (9-year- old)
"I can't never do the part with the take-away numbers. I did all the problems real fast and she put big red
X's on them and said I wasn't trying. And I started crying inside but I couldn't because they would all see."
(8-year-old) (Allen & Klein, Ready-Set Relax, 1996, p.3)
Teachers and administrators are experiencing an increasing amount of stress with the pressures from No
Child Left Behind and state testing. Yet, they often fail to recognize that this stress filters down to the
students.
It is essential that adults understand the damaging effects of stress on children's health, behavior and
learning and in turn, value the benefits of a calm, relaxed state. Adults must learn positive ways to
manage stress both for themselves and for the children with whom they live and work.
This document presents some of the negative consequences of stress, followed by the benefits of a calm
mind and body. Examples of calming strategies that can be applied in the classroom are offered in the
last section.
The Negative Consequences of Stress
Stress is neutral it is a person's perception of the event that determines their response.
Stress is positive when the person feels stimulated and able to manage the situation. This positive
response prepares the body for action and activates the higher thinking centers of the brain. A positive
response to stress can provide the energy to handle emergencies, meet challenges, and excel.
Stress is negative when a person feels threatened and not in control of the situation. These feelings
instigate a powerful reaction affecting both the brain and body in ways that can be destructive to
physical and mental health.
The Stress Reaction: Fight-or-Flight
Regardless of the cause our perception of threat triggers the fight-or-flight reaction, a potent mind-body
phenomenon designed to save our lives. The fight-or-flight reaction was first proposed by Walter Cannon
in 1914. He described it "as an emergency reaction that prepares an animal for running or fighting." The
fight-flight reaction is now expanded by some to include "freeze" (e.g. become immobilized) and "faint"
(e.g. to space-out).
The stress reaction begins with the amygdala, an almond shaped structure deep in the brain's emotional
center the limbic system. The amygdala scans incoming signals from the senses for anything that could
cause distress. If a threat of any kind is perceived, the amygdala acts like an alarm system,
instantaneously sending a message of crisis to all parts of the brain (Goleman, Emotional Intelligence,
1997, p.16). The sympathetic nervous system releases general stimulants such as noradrenalin (also
known as norepinephrine) into the brain and adrenalin (also known as epinephrine) into the body. This
release of chemicals does the following:
Increases muscle tension, blood pressure, heart rate, breathing rate and blood flow to our
muscles. Presumably we're going to need to fight off danger or run for our lives.
Raises our metabolism so our body works at the highest levels of efficiency.
Slows our digestive process to direct our energy to the emergency at hand.
Dilates the pupils of the eyes for maximum light; directs the eyes peripherally to see danger or
locks eyes into tunnel vision.
Turns up our hormonal temperature.
This is why long after a stressful experience has ended your heart is still pounding and you still feel upset.
Cortisol, a stress hormone, is secreted to do the following:
Releases glucose (from liver) and breaks down tissues to release fat into the blood stream to
supply muscles with nutrients
Inhibits protein uptake by 70% while breaking down protein (reduced muscle mass) to supply
energy to muscles.
stress build up over years and decades. The earlier we learn to deal with our stress, the better our health
and energy will be as adults."
Stressed Brain
Victoria Tennant Consulting
Many Behavior Problems are the Result of Stress
Frequent symptoms of stress such as low impulse control, difficulty concentrating and irritating behaviors
often match the definition of A.D.D./A.D.H.D (Armstrong, The Myth of the A.D.D. Child, 1997, p.28).
Understanding a child's behavior in the context of the brain's reaction to stress can provide an adult with
insight, empathy and expand their behavior management repertoire to include calming strategies.
Behavior is regulated by the prefrontal cortex. This part of the brain acts as CEO, the Chief Executive
Officer, and controls all higher brain functions such as impulse control, emotional regulation, reasoning,
judgment, decision making, planning and problem solving. Research by neuroscientist Joseph LeDoux at
New York University, determined that when a threat is perceived, the amygdala "hijacks" the slower
responding CEO. This puts the fast-acting survival brain in charge, and momentarily overwhelms rational
thought. When our survival brain is in charge, we impulsively react with defensive behaviors. These
limited behaviors are primarily shaped by old patterns based on past experiences that have caused pain
or fear. When the survival brain is in charge a person may react aggressively, fight, refuse to cooperate,
throw a temper tantrum, withdraw, or space-out (Goleman, pp. 17-26).
Stress and depression cause brain integration to break down. The two sides of the brain need to work in
sync to keep emotions in balance. The right prefrontal lobe is activated by negative feelings and the left
prefrontal lobe controls positive feelings. If the amygdala signals danger, the right side registers the
emotion and the left side signals back ("Yes, this is a problem. Calm down, you can handle it"). If
communication between the left and right sides of the brain is not working properly, "the amygdala runs
wild. Feelings of helplessness, despair and anxiety run amok" (Feinstein, p.109).
Growing up in a Persistently Threatening Environment can Interfere with the way a Child's Brain
Develops
Research on traumatized children by Dr. Bruce Perry, Provincial Medical Director of Children's
Health, found a greater concentration of brain cell growth in the mid-brain (emotions, survival) at
the expense of the prefrontal cortex area (higher level thinking). There is an underdeveloped
capacity for empathy (also regulated by the prefrontal cortex). Perry found a tendency for
traumatized children to be overly sensitive to cues of perceived threat, creating a 'quick trigger' for
survival behaviors. As a result, these children have a predisposition to impulsive, aggressive
behaviors or withdrawal and depression. (www.childtrauma.org).
"Inescapable stress lowers serotonin (a calming neurotransmitter). Low levels of serotonin are
linked to aggression, obsessive compulsive behavior and depression. Low serotonin leaves a
person overwhelmed with life until ultimately the system shuts down with depression or explodes
with aggression" (Bailey, Conscious Discipline, 2001, p.47).
Research has found that neurons in the brain of a chronically stressed individual may have fewer
and shorter dendrites (pathways for sending information). This deficiency impairs communication
with other dendrites, reducing the brain's ability to process information effectively (Allen & Klein,
p.20).
Hans-Selye: Performance-Stress Relationship Curve
Dopamine is a neurotransmitter that acts as a stimulant and sensitizes brain cells to look for patterns.
Strong dopamine levels are reflected in sharper thinking and focused behavior. However, stress can
cause an overproduction of dopamine resulting in anxious, hypervigilant and/or perfectionist behavior.
Stress can also cause an underproduction of dopamine if the person's defensive behavior is to tune out
and withdraw. Low levels of dopamine are associated with inattentive, unmotivated behavior (Bailey, pp.
46, 47).
Many studies have confirmed that both working memory and long-term memory are inhibited by stress.
Working memory is a term for the "capacity of attention that holds in mind the facts essential for
completing a given task or problem. Stress sabotages the ability of the prefrontal lobe to maintain working
memory" (Goleman, p.27). That's why a stressed adult may have difficulty remembering her address and
a stressed child may have difficulty remembering the words on her spelling test. Research has shown that
chronically high cortisol levels released during stress can lead to the death of brain cells in the
hippocampus (located in the limbic system), which is critical to forming long term memories (Allen & Klein,
p.20).
The Benefits of a Calm Mind and Body: The Relaxation Response
People have natural ways to regulate their response to stress. Fortunately, each of us possesses a
natural and innate protective mechanism against over-stress, which allows us to counter the effects of the
fight-flight reaction. We do this naturally when we relax we play, laugh, go for a walk, get a massage or
take a soothing bath. This activates the opposite response to stress what Dr. Herbert Benson, a
professor at Harvard Medical School and president of Mind/Body Medical Institute, calls the relaxation
response. By using simple stress-reducing techniques, such as deep breathing or muscle relaxation, we
can purposefully activate the relaxation response.
When we are relaxed, our body's parasympathetic nervous system counteracts the harmful effects of
stress in the following ways:
A calm heart releases tranquilizing hormones that promote feelings of harmony toward others. One of
these hormones is ANF (atrial natriuretic factor). This is called the 'balance hormone' it plays a major
role in balancing the sympathetic and parasympathetic nervous systems. In a balanced state the SNS
speeds us up for action and the PNS slows us down for contemplation. In addition, ANF inhibits the
release of stress hormones such as cortisol (Childre & Martin,The HeartMath Solution, 1999, p.15).
Calm Brain
Victoria Tennant Consulting
When Calm, a Child is Better Equipped to Behave in Positive Ways
Being calm turns on more circuits between the feeling and thinking brain, and integrates the right
prefrontal lobe's direct responses to emotions with the left prefrontal lobe's ability to regulate these
emotions. This allows the brain's CEO to do it's job. When the CEO is "on-line" it makes it possible for a
person to:
With the brain's CEO at the helm, even in an upsetting situation a calm person is in control of himself.
(Amen, Healing the Hardware of the Soul, 2002, 31-33).
It is important to note that the brain's CEO is not fully mature until late adolescence, around age 26
(Geidd & colleagues, National Institute of Mental Health, Nature Neuroscience, 2(10), 1999, pp.861-3).
The above skills develop over time. However, each time a child goes from stressed to calm, neural
pathways between the impulsive, reactive brain areas and the self-regulating areas are reinforced.
John Gottman, professor of psychology at the University of Washington, states that if children learn to
stay calm under stress, they will be less likely to misbehave (Gottman, Raising an Emotionally Intelligent
Child, 1997, p.67). Gottman says this self-regulation skill "helps a child get along with others to control
his negative responses in a conflict, share, enter new playgroups, make new friends and handle rejection
when peers turn away." "It helps him be better able to handle his own frustration and anger and be more
responsive to and cooperative with adult guidance" (p. 33).
Heart Rate Variability
(Childre & Martin, The HeartMath Solution, p.37, 1999)
A Child Learns and Remembers Best When Calm and Positive
When one is calm and alert, the prefrontal lobes are free to engage in higher level thinking tasks. Positive
emotions help a child to pay attention, concentrate, solve problems, be creative, learn and remember
(Goleman, p. 85).
Researchers at the HeartMath Institute found that positive emotions such as feelings of love,
appreciation, peacefulness, and playfulness produce an even heart beat rhythm. This forms a
harmonious, coherent heart pattern that looks like a mathematically regular wave. Coherent heart
rhythms create coherent brain waves. These harmonious rhythms allow the thinking brain to optimally
receive and create patterns from incoming information (Childre & Martin, p.37). Recognizing and creating
patterns enable us to make sense of the world, learn from our experiences and solve problems
(Hannaford, p.3).
Feeling relaxed, alert and positive balances the dopamine system so we can pay attention, recognize
patterns and think clearly (Bailey, pp. 45-47). Dopamine stimulates the brain's reward pathways. This
drives motivation it feels good so we want to repeat the experience. Serotonin is associated with
feelings of well being. "Serotonin works hand in hand with dopamine. The dopamine system helps us
focus, while the serotonin system keeps us from being overwhelmed with too much incoming stimuli.
Serotonin is like calming music in the doctor's office" (Bailey, p. 47).
A Child's Experiences in Calming Himself may Help his Brain Develop the Ability to Self-Regulate
his Response to Stress Throughout Life
Vagal tone refers to the ability to self-regulate our physiological response to stress. Vagal tone is a term
that comes from the vagus nerve, which is a large nerve originating in the brainstem responsible for many
functions of the parasympathetic nervous system (relaxation). The vagus nerve carries information from
and to the brain, heart and other areas of the body.
Just as kids with good muscle tone excel at sports, kids with high vagal tone excel at responding to and
recovering from emotional stress. . . These children are good at soothing themselves, focusing their
attention and inhibiting action when that's what's called for . . . Learning to be calm helps the child to
concentrate in learning situations and to focus on the achievement of specific tasks. . . The experience
children have with emotion while their parasympathetic nervous systems are still under construction may
play a big part in the development of their vagal tone and consequently their emotional well-being
later in life (Gottman, pp.38, 39).
Calming Strategies for the Classroom
It is essential that educators minimize stressful events in the classroom as much as possible. Basic needs
must be met by providing a safe environment, structure, consistency and positive relationships. In
addition to creating a safe, caring environment, educators can help students manage the stressful
moments that inevitably come up in the school setting. Instead of viewing them as a disruption, stressful
moments can be turned into opportunities to establish self-calming skills.
There are a number of well-researched techniques that break the stress cycle and activate the relaxation
response to bring the body/mind system back into a healthier balance. These calming techniques may
seem very simple, yet they can have immediate profound effects. Any calming technique, applied in a
moment of stress, can be powerful. Students can redirect their scattered energy by doing even the
briefest exercise. After focusing the student's attention on managing their stress, students can then be
directed to focus on an academic or creative activity. For example, hyperactive children, as a result of
training in muscle relaxation, have shown improvement in attention and concentration, behavior and selfconcept (Chang and Hiebert, Medical Psychotherapy, 1989, p.2).
With that said, self-calming is a process that ultimately requires mastery of specific skills. "Take 5" offers
a framework for five calming skill steps. Once learned, this framework provides a powerful template for
managing stress throughout life. "Take 5" is presented in the next section with suggestions about how to
teach the process to students. The final section includes specific calming techniques deep breathing,
muscle relaxation, positive images, positive self-talk, and integrated movements.
"Take 5" Calming Steps Victoria Tennant Consulting
Step 1: I notice how I feel.
Step 2: I accept myself.
Step 3: I calm myself.
Step 4: I notice how I feel now.
Step 5: I tell myself something positive.
Step 1: I notice how I feel.
Body signals might be:
tight muscles, shallow breathing, fast breathing, hot face, pounding heart, sweaty hands, stomach or
head ache, fuzzy brain.
Emotions might be:
nervous, anxious, scared, upset, frustrated, mad.
Step 2: I accept myself.
Say out loud: Even though I. . . . . . . . . . . . . . . . . . .I am. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Even though I feel angry, I am a good kid.
Even though I feel frustrated, I am an awesome kid.
Even though I feel nervous, I am a smart person.
Option: Say the statement 3 x while tapping the Karate Chop point.
Step 3: I calm myself.
Choose something from your calming menu:
Take deep breaths.
stress signals,
what calming activity would be best to break the cycle,
a shift to a relaxed, calm state.
This is a skill that can be taught and developed through coaching and practice. Noticing is built into the
calming techniques offered in the last section.
Step 2: Acceptance
This step helps to overcome resistance to change. "When you are upset, you always focus on what you
don't want" (Bailey, p. 95). Gary Craig, creator of Emotional Freedom Techniques (EFT), calls this
resistance factor psychological reversal. "Psychological reversal is caused by self defeating, negative
thinking which often occurs subconsciously and thus outside of your awareness (Craig, EFT Manual,
2004, p.21)." To correct this, Craig proposes a neutralizing statement. The first part of this statement
acknowledges the problem (Even though I feel mad); the second part affirms self-acceptance (I am a
good kid).
EFT maintains that upset feelings cause disruption in the body/brain's electrical system and that this
disruption can be balanced by tapping certain energy meridian (pathway) points. Craig recommends
tapping a specific point on the hand while saying the acceptance affirmation to aid in it's effectiveness.
With the pointer finger and third finger of either hand, firmly but gently tap the Karate Chop point of the
other hand this is the fleshy part of the outside of the hand between the top of the wrist and the base of
the baby finger. Say the statement out loud three times. (Craig, p.21). For more information about EFT
and using it with children, go towww.emofree.com.
Introduce and practice this step when students are mildly to moderately stressed (if the stress level is too
high, learning will not occur). Use opportunities such as frustration over doing a math problem, or feeling
nervous about taking a test.
Step 3: Calming Techniques
The techniques offered here are examples from classic stress-reduction strategies deep breathing,
muscle relaxation, positive images, and positive self-talk. The benefits of these are well documented in
stress-reduction literature, thus specific references are not cited. (References are included forThe
Integrated Movements from Brain Gym, as these are newer strategies and not as well documented).
Introduce and practice calming techniques when the students are calm. Transition times, or whenever
your students need a quick break, provide opportunities to teach and practice these techniques. The
Calming Techniques provide a menu from which to choose you do not need to do them all. Add your
own favorites.
Recommended resources:
Jeffrey Allen and Roger Klein. Ready, Set, R.E.L.A.X, A Research Based Program of Relaxation,
Learning and Self Esteem for Children, Inner Coaching, 1996. (applicable to all ages)
Tennant, Victoria. Calming Ourselves in Stressful Moments, Helping Young Children and their
Caregivers Manage Stress, Comprehensive Health Education Foundation, 2003. (for ages 3 - 7)
Practice as a group. Be proactive and ask students to "Take 5" in situations you know will have the
potential to create stress. Examples:
transitions at the beginning or end of the day/class period changing from one activity to another
before taking a test
before student presentations
during a frustrating part of a lesson
when students are tired and need a quick break
whenever the energy is chaotic
Always give the student the choice in participating in any of these activities. If a student does not want to
participate, give the option of just sitting quietly. If you push it, you will end up in a "survival brain" power
struggle and will create more stress. Remember the purpose of the activities is to relax!
The end goal is to help students manage their own stress when it comes up. Give an angry student "Take
5" as a cool down option; suggest to the student having a hard day to "Take 5." If the student is resistant,
let it go and try it another time. Continue to practice as a group "This is frustrating, let's all "Take 5."
Demonstrate using the process yourself, "I'm having a hard time staying calm right now, I need to "Take
5." You are a powerful role model . . . children learn by watching what adults do.
Calming Techniques
Technique: Deep Breathing
When we are under stress we often "hold our breath" or breathe very shallowly, lifting only the rib cage.
Taking slow deep breaths is a quick way to break the stress cycle, it automatically shifts a stress reaction
(sympathetic nervous system) to a relaxation response (parasympathetic nervous system). Slow, deep
abdominal breathing expands the lower lung area to take in more air and allows the diaphragm to expel
stale air from the lungs.
Noticing: Recognize when breathing is shallow (stress) versus slow and deep (calm).
Procedure:
Deep breathing is a skill that must be learned. For many, shallow breathing is a habit. If possible, ask
students to lie on their backs when you introduce this process. This keeps the shoulders from rising up
with the inhale (bringing air only into the upper lungs) and helps focus on the movement of the
diaphragm. In a sitting position, always keep the back straight. Breathe in deeply through the nose
breathing in through the mouth triggers the gasping reflex and can cause hyperventilation. Breathe out
through the nose or mouth. It's helpful for students of all ages to have a concrete image to focus on, as in
the example below.
Balloon breathing: Say "Close your eyes or softly focus on something in front of you. Put your attention on
your breathing. Notice if it is fast and shallow or slow and deep. "Put your hands on your stomach.
Imagine you are a balloon, notice what color you are. . . Take a slow deep breath in through your nose
Feel yourself fill with air as your hands on your belly move up. . . Now let the air out slowly and gently
through your mouth. Feel yourself getting flatter as your hands move down. . . "
Establish a rhythm. Slowly say: "Breathe in round and full . . . hold . . . breathe out flatter and empty. . .
"Do this three times. Then ask the students to "Imagine a sky full of beautiful colored balloons (pause).
Now notice your breathing. Is it different from the beginning of this exercise? Is it slower and deeper?"
Deep Breathing procedure for preschool and primary:
Introduce the concept of deep breathing by blowing bubbles. Give the child bubble liquid and a wand and
let him experiment. Ask him what he needed to do to get the best bubbles. . . take a deep breath, blow
slowly, gently, etc.
Benefits of deep breathing:
Children learn that their words are tools for positive self- direction.
Helps children to speak and think in a positive way.
Empowers children to cope with stressful situations by re framing (seeing things
differently).
Encourages hopefulness and the belief in one's ability to meet challenges and succeed.
Improves self-concept, attitude, behavior and achievement.
Dennison, Paul & Gail. Brain Gym, Revised Teacher's Edition Edu-Kinesthetics, Inc.,
1994. www.braingym.org
Hannaford, Carla, Smart Moves, Why Learning Is Not All In Your Head, Carla Great Ocean
Publishers, Revised Edition 2005. (Neurological research that supports Brain Gym)
Noticing: Be aware of physical, emotional and mental states before and after doing an integration
exercise. Example: Notice how you feel before taking a test. "My stomach aches, I feel nervous and my
brain feels fuzzy." Do an integration exercise. Check back in and notice how you feel now: "My stomach
doesn't hurt, I feel calmer and my brain feels clear."
Benefits: The overall purpose of the following Brain Gym exercises is to reintegrate systems in the body
and brain to work together harmoniously.
Procedures:
Cross-Crawl
Tell the student that they will be marching in place while tapping their opposite knee. Directions:
1. Stand with your feet slightly apart, arms at sides. Lift your right knee toward your chest as you cross
your left hand over the midline of your body, placing the hand, palm open to the outside of the right knee.
2. Return to the starting position, and repeat with your right hand and left knee to complete 1 set.
3. Continue in a rhythmic fashion. Go slowly for optimal brain integration. Option: use music to set the
pace.
4. Vary the types of cross-lateral movements.
Benefits:
This cross lateral movement facilitates balanced nerve activation across the corpus callosum and
engages large areas of both brain hemispheres simultaneously (Hannaford, p.131).
Cross-crawl is an excellent exercise to do when overwhelmed by too much information or when
there is performance anxiety.
Lazy 8's
This activity is done by training the eyes on a moving thumb that is making the shape of an infinity sign.
Directions:
1. Ask the student to hold either thumb at eye level in the mid-field of the body at approximately an elbow
length from the eyes.
2. Using their thumb, student slowly traces in the air the shape of a lazy eight lying on it's side (infinity
sign). Start at the center and go up. Ask students to follow the motion of their thumb with their eyes,
keeping their head still, but relaxed. The movement should be slow enough for the eyes to easily track.
3. Do several times, varying the size of the 8. Switch hands notice any difference.
4. Join hands, making an X with the thumbs. Do Lazy 8's with eyes on the X.
Benefits:
Hook-ups
This is a position that can be done sitting or standing. Directions:
1. Cross an ankle over the other.
2. Cross a wrist over the other, extend the arms and put palms together (thumbs down), lace fingers.
3. Bend the elbows out as you gently rotate the hands under, turning the fingers in toward the body until
they rest on the chest.
"This complex balanced configuration equally stimulates both hemispheres of the brain, the entire
motor coordination system and the vestibular system, thus stopping the survival reaction by
bringing the system into coherence, and assisting focus, learning and memory" (Hannaford,
p.134).
Hook-ups is a powerful anger management tool it helps the student shift from survival mode
and reconnect with the thinking brain. Offer it as a cool-down option.
References
Allen, Jeffrey & Klein, Roger. Ready Set R.E.L.A.X., A Research Based Program of Relaxation, Learning
and Self-Esteem for Children, Inner Coaching, 1996.
Amen, Daniel. Healing the Hardware of the Soul, The Free Press, 2002.
Armstrong, Thomas. The Myth of the A.D.D. Child, Plume, 1997.
Bailey, Becky. Conscious Discipline Brain Smart Classroom Management, Loving Guidance, 2001.
Benson, Herbert. The Relaxation Response, Updated and Expanded Edition, Harper Torch, revised 2000.
Childre, Doc & Martin, Howard. The HeartMath Solution, Harper, San Francisco, 1999.
Craig, Gary. Emotional Freedom Techniques Manual, 2004, emofree.com.
Dennison, Paul & Gail. Brain Gym, Revised Teacher's Edition, Edu-Kinesthetics, Inc., 1994. 800-3889898, www.braingym.org.
Feinstein, Sheryl. Secrets of the Teenage Brain, The Brain Store, 2004.
Geidd, Jay & colleagues, National Institute of Mental Health. Nature Neuroscience, 2(10), 1999.
Goleman, Daniel. Emotional Intelligence, Bantam Books, 1997.
Gottman, John. Raising An Emotionally Intelligent Child, Simon and Schuster, 1997.
Hannaford, Carla. Awakening the Child Heart, Jamilla Nurr Publishing, 2002.
Hannaford, Carla. Smart Moves, Why Learning Is Not All In Your Head, Great River Books, Revised
Edition, 2005.
Humphrey, James. Helping Children Manage Stress, A Guide for Adults, Child and Family Press, 1998.
Lewis, Sheldon & Sheila. Stress-Proofing Your Child, Bantam Books, 1996.
Tennant, Victoria. Calming Ourselves in Stressful Moments, Comprehensive Health Education
Foundation, 2003, www.chef.org.
Witkin, Georgia. KidStress: What It Is, How It Feels, How To Help, Viking Penguin, 1999.
About the author
Victoria Tennant, M. Ed. is an independent educational consultant. Her current workshops and curriculum
materials reflect a synthesis of 25 years of studying and presenting implications and applications of
brain/mind research. She is the creator and trainer of two interactive programs: Healthy Beginnings,
Nurturing Young Children's Growing Minds and Calming Ourselves in Stressful Moments published
by Comprehensive Health Education Foundation. Victoria is a licensed Brain Gym instructor/consultant.