ARTICLES/REFERENCES ON BENEFITS OF YOGA FOR CHILDREN.
YOGA BREATHING THROUGH A PARTICULAR NOSTRIL INCREASES SPATIAL MEMORY
SCORES WITHOUT LATERALIZED EFFECTS1K. V. Naveen, R. Nagarathna, H. R. Nagendra and Shirley Telles*
Vivekananda Kendra Yoga Research Foundation,
9, Appajappa Agrahara, 1st Main, Chamarajpet, Bangalore - 560 018
(Accepted July 17, 1997.)
http://www.vivekanandayoga.com/research_papers/19970717_ybtpnismswle.pdf
Indian J Physiol Pharmacol 2004; 48 (3) : 353–356
SPATIAL AND VERBAL MEMORY TEST SCORES FOLLOWING
YOGA AND FINE ARTS CAMPS FOR SCHOOL CHILDREN
MANJUNATH N. K. AND SHIRLEY TELLES*
Swami Vivekananda Yoga Research Foundation,
No. 9, Appajappa Agrahara, Chamarajpet,
Bangalore – 560 018
http://www.ijpp.com/vol48_3/vol48_no3_orgnl_11.pdf
IMPROVEMENT IN STATIC MOTOR PERFORMANCE FOLLOWING YOGIC TRAINING OF
SCHOOL CHILDREN.Shirley Tellles, B. Hanumanthaih, R. Nagarathna, and H. R. Nagendra
http://www.vivekanandayoga.com/research_papers/19930322_ismpytsc.pdf
Division
for Research and Education in Complementary and Integrative Medical
Therapies,
Harvard Medical School, 401 Park Drive, Suite 22-AWest,
Boston, Massachusetts 02215, USA.
OBJECTIVE:
The aim of this study was to evaluate the evidence for clinical
applications of yoga
among the pediatric population. METHODS: We
conducted an electronic literature search including
CINAHL, Cochrane
Central Register of Controlled Trials (CENTRAL), EMBASE, Medline,
PsycINFO,
and manual search of retrieved articles from inception of
each database until December 2008.
Randomized controlled trials (RCTs)
and nonrandomized controlled trials (NRCTs) were selected
that included
yoga or yoga-based interventions for individuals aged 0 to 21 years.
Data were
extracted and articles critically reviewed using a modified
Jadad score and descriptive
methodological criteria, with summarization
in tables. RESULTS: Thirty-four controlled studies
published from 1979
to 2008 were identified, with 19 RCTS and 15 NRCTs. Many studies were
of low methodological quality. Clinical areas for which yoga has been
studied include physical
fitness, cardiorespiratory effects, motor
skills/strength, mental health and psychological disorders,
behavior
and development, irritable bowel syndrome, and birth outcomes following
prenatal yoga.
No adverse events were reported in trials reviewed.
Although a large majority of studies were positive,
methodologicallimitations such as randomization methods, withdrawal/dropouts, and
details of yoga
intervention preclude conclusive evidence. CONCLUSIONS:
There are limited data on the clinical
applications of yoga among the
pediatric population. Most published controlled trials were suggestive
of benefit, but results are preliminary based on low quantity and
quality of trials. Further research of
yoga for children by using a
higher standard of methodology and reporting is warranted.
Goldberg, Louise.
Creative Relaxation SM : A Yoga-Based Program for Regular
and Exceptional Student Education. International Journal of Yoga Therapy, 2004, no. 14,
pp. 68-78.
Abstract: School is a stressful place, especially for those with special needs. Sitting still,
paying attention, staying on task are not skills that come easily to anxious learners, yet
classroom learning is very difficult without these constraints. There are few opportunities
in most educational curricula to train students in the skills required for self-control and
focusing the mind. Any Yoga teacher knows, however, that control of the body and mind
involves skills that one can learn with instruction and practice. Creative RelaxationSM
is a Yoga-based program designed to teach students to strengthen, stretch, and
calm the body, quiet the mind, and control the breathing. The teaching principles of
Creative Relaxation are as follows: make a sacred space, engage the student, provide
tools for success, and create opportunities for independence. This
article will demonstrate
ways to apply these principles in an educational setting for regular and exceptional
student education, based on the experience of the author as a consultant in the public
school system since 1981. Anecdotal data and examples will be given from the author’s
work with children in regular education, as well as with those with autism and related for
disabilities, emotional handicaps, ADHD, and learning disabilities, and with anxious
learners. In addition, the author collaborated with school professionals in a study to
evaluate the effectiveness of a Yoga-based relaxation program for six children with
autism over an eight-week period. A summary of the group’s findings is presented.
Bakke, Brenda.
A physical therapists’ story: The benefits of yoga for special children.
Yoga for the Special Child, Winter 2001, pp. 5-6.“Anxiety and stress are obvious outcomes of persistent ADHD in both children and
adults. Increased heart rate and breathing rate and irregular breathing patterns are
indicators of this condition. A study by Telles, Narendan, Raghururaj, Nagarathra, and
Nagendra (1997) targeting girls from a community home found that after six months of
Yoga practice heart rate and breathing rate significantly decreased while breathing
patterns became more regulated. In addition the girls reported subjective feelings of wellbeing.
Campbell, Debra Elise, and Kathleen A. Moore.
Yoga as a preventative and treatment for
depression, anxiety, and stress. International Journal of Yoga Therapy, 2004, no. 14, pp. 53-58.
Abstract: With the dual aims of better understanding the contribution of Yoga to positive mental
health and exploring links between yogic philosophy and psychological theory, researchers at
Deakin University in Melbourne, Australia, conducted a study on Yoga as a preventative and
treatment for symptoms of mental illness. The Yoga classes were designed as a six-week program
incorporating breathing techniques (prânâyâma), exercises for strength, vitality, and flexibility
(âsanas), guided relaxation (yoga-nidrâ), and meditation. The aim of this process was to enhance
self-awareness, encourage the perspective that emotional states are somewhat transient, and
encourage a self-accepting and calm attitude through concentrating on synchronizing gentle
movements and breathing. By developing calmness, self-acceptance, a balanced perspective, and
enhanced concentration it was hypothesized that participants in the six-week Yoga program
would strengthen their resistance to emotional distress. Psychometric testing was carried out to
assess symptoms of stress, anxiety, and depression across three groups: regular Yoga
practitioners, beginners entering the program, and people who did not practice Yoga, and these
tests were re-administered after six weeks. In addition, a strong sense of intrinsic spiritual
experience has been cited as a possible buffer to stress, anxiety, and depression and has been
associated with decreased frequency of medical symptoms. All participants were therefore also
assessed on their sense of intrinsic spirituality, but not on religious beliefs. At the end of six
weeks, the Yoga beginners group showed lower average levels of symptoms of depression,
anxiety, and stress than at commencement, but levels were stable for regular Yoga practitioners
and people who did not practice Yoga. In addition, beginners showed growth in their self-reported
level of intrinsic spiritual experience.
Carrington, Clarke, Terreece M.
Yoga: Helping students lower stress, pass tests. The Lantern (Ohio State
University), 10 Mar 2005.
“Yoga poses and breathing techniques can be used by all Ohio State students to reduce exam related
stress. Serene Tree. Energized Warrior. Pliant Cobra. These are all poses used in residence
halls, apartments and yoga classes around campus to help relive stress.
“Maryanna Klatt, assistant professor of family medicine, said yoga can help students unwind
during stressful times such as exam week
“‘Yoga can be a proactive approach to doing your best on finals,’ Klatt said.
“Klatt also said that yoga can be done at anytime by anyone.
“‘The best time to do yoga is in the morning before starting your day, (but) yoga stretches can
even be done from your chair as you study for exams,’ Klatt said . . .”