Taking a few deep breaths significantly reduces children's physiological arousal in everyday settings: Results of a preregistered video intervention

Obradović, Jelena; Sulik, Michael J.; Armstrong‐Carter, Emma

doi:10.1002/dev.22214

Cited by 12 publications

(5 citation statements)

References 51 publications

(72 reference statements)

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“…Deep breathing is a valuable skill that parents can teach their children to help them manage their emotions and facilitate an SRS for optimal EC. Using deep breathing connects well with previous studies on the significance of deep breathing to positively influence ER (Arch & Craske, 2006;Obradović et al, 2021;Zhang et al, 2019). The question that needs to be answered is how parents can teach such skill effectively.…”

Section: Slow-deep Breathingsupporting

confidence: 72%

“…The findings of experts' interviews report that deep breathing has the potential to teach anger regulation through playful interaction used daily with repetition. Similarly, existing studies have investigated teaching children deep breathing exercises through a picture book (Morgado, 2011) or through watching a video (Obradović et al, 2021). It was demonstrated that teaching children deep breathing exercises helped them calm down and decreased their physiological arousal by using visual, tactile, and narrative cues to support their learning.…”

Section: Deep Breathing For Anger Regulation Learningmentioning

confidence: 99%

“…Most of these stories used complex exercises aimed at older children, and it is difficult for young children to understand the techniques without their parents' involvement. Additionally, the expert participants' statements and previous studies (Obradović et al, 2021) illustrate the need to have a physical object or visual and tactile cues that can be used to ease the learning of young children and engage parents in the teaching of the strategies.…”

Section: Deep Breathing For Anger Regulation Learningmentioning

confidence: 99%

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Research Through Design for Anger Co-Emotion Regulation Learning in Young Children: A Soft Toy Design for Deep Breathing

Iskanderani

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For young children to develop emotional competence skills, they need their parents' support. However, techniques to support parents are critiqued for being resource-intensive, time-consuming, and lacking a focus on the home environment. This research aims to design playful interactions to help parents to teach neurotypical children ages 2-3 effective anger regulation strategies.For this study, following a pragmatic paradigm, a human-centred design methodology was selected to understand the needs of parents and their children. A range of qualitative methods, such as semi-structured interviews, were used to determine how to incorporate play into teaching young children emotion regulation skills. Research through design approach was used to experiment and generate design concepts and to evaluate with focus groups. Parents and experts (including child psychologists and occupational therapists) then tested the prototype through a usability study to validate the anticipated learning through play.Initial findings indicate that some parents' emotion regulation practises may encourage children to avoid their emotions. The study’s design criteria indicate that playful interaction should adopt a range of techniques, including metaphors, sensory regulation strategies, parent involvement, and physical objects. A scheme to teach young children to identify and manage emotions through playful interactions was therefore designed. This scheme incorporated facial expressions and physiological components, along with age-appropriate metaphors. Five strategies were constructed to help future designers develop playful interactions. The design strategies consider any emotion by looking for ways to express it facially and physically, to include a strategy for regulating the senses, to be broken down into simple steps, and to include sensory inputs that help the child engage in the play.This study provides a unique and innovative contribution to playful learning, emotion regulation research, and design. It follows recent findings confirming the importance of parent's involvement in their children’s emotion regulation learning. It also identifies key strategies for teaching emotional competence skills. The findings of this study have the potential to inform the design of future educational and playful interactions for emotional competence skills, as well as expand their application in the field of interaction design and children.

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Section: Slow-deep Breathingsupporting

confidence: 72%

Section: Deep Breathing For Anger Regulation Learningmentioning

confidence: 99%

Section: Deep Breathing For Anger Regulation Learningmentioning

confidence: 99%

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Research Through Design for Anger Co-Emotion Regulation Learning in Young Children: A Soft Toy Design for Deep Breathing

Iskanderani

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“…Prior work has shown that both resting RSA and sleep can also be adjusted with intervention. Specifically, interventions that include biofeedback (Dormal et al, 2021) or deep breathing (Obradović et al, 2021), have both been associated with an increase in resting RSA. High levels of sleep problems were detected among college students in the present study and in others (e.g., Acharya et al, 2018; Liu et al, 2021), and sleep hygiene education programs are associated with improvements in students’ sleep (Brown et al, 2006; Hershner & O'Brien, 2018).…”

Section: Discussionmentioning

confidence: 99%

Loneliness and Maladjustment in Young Adults: The Protective Effects of High Respiratory Sinus Arrhythmia and Sleep Quality

Philbrook,

Chen,

Decker

et al. 2023

Emerging Adulthood

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Loneliness is a pervasive concern among young adults that has been exacerbated by the COVID-19 pandemic. Identifying factors that mitigate the negative impact of loneliness is important for protecting young adults’ mental health and well-being. Among 188 undergraduates (71.8% women; 77.1% White), the present study examined physiological regulation and sleep quality as moderators of the association between loneliness and adjustment. Physiological regulation was assessed via resting respiratory sinus arrhythmia (RSA), a measure of parasympathetic activity. Participants self-reported loneliness, sleep quality, mental health symptoms, and positive affect/well-being. Three-way interactions were significant, such that at higher levels of loneliness, the combination of high resting RSA and high sleep quality was protective against elevated anxiety and depressive symptoms and low positive affect/well-being. Multi-pronged, tailored interventions that target improvement in loneliness, physiological regulation, and sleep quality based on an individual’s unique risk factors may best promote young adults’ adjustment.

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“…The ability to calm down quickly and restore mental clarity is critical for dealing with emergencies and making life-saving decisions [37][38][39]. Furthermore, reducing the intensity of fear and improving the ability of survivors and first responders to stay calm, sleep, and restore energy reserves may reduce the risk of later developing PTSD [4,45,46].…”

Section: Polyvagal Theorymentioning

confidence: 99%

Breath-Focused Mind-Body Therapy for Global Mental Health: War and Other Mass Disasters

Gerbarg,

Brown

2024

Academia Mental Health and Well-Being

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New models for mental healthcare are needed to address the global epidemic of depression, anxiety, and post-traumatic stress caused by wars and other mass disasters. Excess stress and trauma are major drivers of mental health disorders. Mind-body interventions that balance and strengthen stress response systems can prevent and improve these conditions. Evidence-based, trauma-informed, breathfocused mind-body treatments can relieve psychological, emotional, cognitive, and somatic symptoms in survivors and caregivers during and after disasters. This overview describes Breath-Body-Mind programs that exemplify a new model of care using online platforms to deliver stress and trauma relief as well as for training community extenders to teach greater numbers of disaster survivors and frontline workers in Ukraine, Rwanda, Türkiye, Ireland, and other countries. Understanding neurophysiological processes that contribute to the beneficial effects is important for selecting and optimizing the safest, most effective, and efficient methods for stress and trauma relief. Teaching professionals and lay providers how to create an engaging, safe, supportive environment online and in person enables a small group to deliver accessible, culturally syntonic, non-stigmatizing, sustainable mental health interventions to large populations impacted by disasters. This overview offers guidelines for a scalable mind-body intervention, plausible mechanisms of action, summaries of studies, and fieldwork in mass disasters since the 2017 Rohingya genocide in Myanmar (Burma), and future directions.

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Taking a few deep breaths significantly reduces children's physiological arousal in everyday settings: Results of a preregistered video intervention

Cited by 12 publications

References 51 publications

Research Through Design for Anger Co-Emotion Regulation Learning in Young Children: A Soft Toy Design for Deep Breathing

Research Through Design for Anger Co-Emotion Regulation Learning in Young Children: A Soft Toy Design for Deep Breathing

Loneliness and Maladjustment in Young Adults: The Protective Effects of High Respiratory Sinus Arrhythmia and Sleep Quality

Breath-Focused Mind-Body Therapy for Global Mental Health: War and Other Mass Disasters

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