Lesson 1 Self-Soothing
6
1.3 Focused Breathing |10 minutes
Preparation Check
_____PowerPoint Lesson 1
_____Toolkit Exercise: 1.a Focused Breathing
_____Optional: Three-Minute Breathing Space video (4:59) found in PowerPoint Lesson 1
_____Participant Journal: Focused Breathing (pg. 3)
Rationale
This section serves two purposes for participants: (1) to understand the need to remain calm and in control
when facing a challenge—the definition of resiliency—and (2) to develop the tools to modulate and control
the nervous system. These are the foundational skills of this program and are repeated throughout the
curriculum. Remember to begin and end each lesson with a self-soothing/self-regulation exercise.
Focused Breathing is our first self-soothing skill. The proven benefits of this skill are well known. People who
practice it daily become calmer, less reactive and defensive, and more open, receptive, and loving.
Investing time in this exercise changes the way the brain functions. The human brain developed over millions
of years. From earliest times, the brain developed and evolved as an “anticipation machine,” constantly
scanning the environment for threats to survival. This increased the chances of living another day. Humans
could relax only when the environment looked and felt extremely safe. People who experience many adverse
childhood experiences grow this part of the brain to protect themselves. The challenge for many of us in the
21st century is that we’ve forgotten (or never learned) how to turn off our danger-scanning process that comes
with having a brain. Having a brain concerned about dangers 24/7 leads to chronic stress. Chronic stress
builds and builds until finally, the stress breaks through as physical or mental health problems.
Focused Breathing, or Diaphragmatic Breathing, offers a way to turn off the brain’s “danger-scanning” activity.
Breathing is predictable, safe, and stress-free. The purpose of the exercise is to teach participants an easy-to-
master primary skill for self-soothing.
Safety Tip
Occasionally, some people may experience discomfort from hearing deep breathing. This may be
a reaction to a past memory or sensation. If you notice that someone is having difficulty, give them
permission not to participate. If you have a window in your classroom, suggest that they watch the clouds
go by or the rustling tree leaves. Or, they may want to take a break outside of the room. It is important that
if someone wants to be excused, they can be. Later, there will be many other methods of self-soothing
they can use. Remember, if you are going to touch someone, make sure you have their permission.
6
1.3 Focused Breathing |10 minutes
Preparation Check
_____PowerPoint Lesson 1
_____Toolkit Exercise: 1.a Focused Breathing
_____Optional: Three-Minute Breathing Space video (4:59) found in PowerPoint Lesson 1
_____Participant Journal: Focused Breathing (pg. 3)
Rationale
This section serves two purposes for participants: (1) to understand the need to remain calm and in control
when facing a challenge—the definition of resiliency—and (2) to develop the tools to modulate and control
the nervous system. These are the foundational skills of this program and are repeated throughout the
curriculum. Remember to begin and end each lesson with a self-soothing/self-regulation exercise.
Focused Breathing is our first self-soothing skill. The proven benefits of this skill are well known. People who
practice it daily become calmer, less reactive and defensive, and more open, receptive, and loving.
Investing time in this exercise changes the way the brain functions. The human brain developed over millions
of years. From earliest times, the brain developed and evolved as an “anticipation machine,” constantly
scanning the environment for threats to survival. This increased the chances of living another day. Humans
could relax only when the environment looked and felt extremely safe. People who experience many adverse
childhood experiences grow this part of the brain to protect themselves. The challenge for many of us in the
21st century is that we’ve forgotten (or never learned) how to turn off our danger-scanning process that comes
with having a brain. Having a brain concerned about dangers 24/7 leads to chronic stress. Chronic stress
builds and builds until finally, the stress breaks through as physical or mental health problems.
Focused Breathing, or Diaphragmatic Breathing, offers a way to turn off the brain’s “danger-scanning” activity.
Breathing is predictable, safe, and stress-free. The purpose of the exercise is to teach participants an easy-to-
master primary skill for self-soothing.
Safety Tip
Occasionally, some people may experience discomfort from hearing deep breathing. This may be
a reaction to a past memory or sensation. If you notice that someone is having difficulty, give them
permission not to participate. If you have a window in your classroom, suggest that they watch the clouds
go by or the rustling tree leaves. Or, they may want to take a break outside of the room. It is important that
if someone wants to be excused, they can be. Later, there will be many other methods of self-soothing
they can use. Remember, if you are going to touch someone, make sure you have their permission.
