📽️ Prefer video format? Watch it here! 🎁 Get the free plans here
This month I’m going to be talking about something that you might think is boring! It is something that I don’t think is talked enough about in kids yoga teacher training. PLANNING! I often hear from the kids yoga teachers that I work with that they have lots of fun ideas and games to use with kids , but no idea how to structure a class. They don’t know where to start, what a class should look like and how to plan. It can be a barrier to teaching and also something that some kids yoga teachers feel embarrassed about. If this is you, read on… As a class teacher, planning was a big part of the job and to be honest, one I really hated! “Fail to plan, plan to fail!” I don’t necessarily believe that failing to plan always leads to failure, because I do think that us yoga teachers tend to be intuitive and are generally great at reading a room, knowing what children need and are able to include that. But I do think that it is good to have an idea of where you are going in your lesson or series of lessons, here’s why:
When I first started teaching yoga I felt like I was planning lessons all of the time and it really stressed me out! If this is you, read on… There are three main types of planning, long, medium and short term planning. Getting your head around what they are and when and how to use them can really impact the quality of your classes and your confidence in what you deliver. So, let’s get into them: Long term, this is when you have an overview of what you will teach over a long period of time, so this might be a year for example, you might have ideas of themes that you will use over the course of the year. This type of planning is big picture planning and gives you a really broad idea of what you will be focussing on for each half term (for example) in a very broad way. This might look like listing how many weeks you have in each term and a general idea of some themes you might teach in this time. This works well for holding ideas all in one place, so adding in additional ideas like special days / teacher days etc can be really helpful. I do my long term plan at the beginning of the academic year, because this is how I work (as most of my work is in schools). You could use a calendar year, if that is how you work, or some other way that works for you and your business. Although I only do this plan once, it is a working document, full of scribbles where I add on any things that are important or that get changed. Medium term, this is my most used type of plan. It is where I detail the main things that will happen in each lesson in a series of lessons. So, I’ll list the main features of each lesson and plan what will go in each section. I’ll think about the props that I’ll use each week, which poses I’ll use, which games I’ll play and which breathing techniques and relaxation. I plan like this at the start of each half term, so I only plan once at the beginning of each half term. Batching like this helps me be more efficient with my time. As someone who is neurodivergent, having little ‘hacks’ or shortcuts like this, helps me a great deal. I do all of the thinking about planning at one time and do all of the tasks associated with it (like printing the plans and putting them in my folder), then the plans are ready to go when I need them. Short term, this is really a focused plan for just one lesson. I only really use a single lesson plan for a one- off lesson. For example, if I’m doing a special lesson for a particular reason such as a session for Rainbows or a Well-Being Day for a school (if you aren’t sure what this is, check out this video or this blog). I’ve been teaching for a long time and I don’t really need too much detail in a plan. It can be helpful if it is the start of your teaching journey or, if you are embarking on teaching a new style of class or something that is not yet second nature. A lesson plan for one lesson might include scripts of specific things that you want to say or a reminder of how to play a particular game, I might also include timings for each section, so that I don’t over run. Where do I even start? I am all about removing barriers and helping kids yoga teachers grow in confidence so we can change the world! So, if you would like to have a helping hand with your plans, get the freebie to use as a basis for your own yoga classes. They are in word format, so you can just download them and type straight into them. There are no frills and whistles here, don’t expect a beautiful PDF with lots of lovely branding and images! This is just a super simple, back to basics word document, that I hope will make life a little easier by making planning straightforward for you. Download them and make them your own, we are not ‘cut and paste’ yoga teachers, we all have our own unique style and gifts to share with the world. I am not saying these plans are ‘perfect’ or the only way to do things. But they are what I use, and I find them helpful and I hope you do too! Over the next few weeks I’ll be talking more about planning for your kids yoga classes, and how to make it a manageable and easy process for you. So stay tuned for the next instalments! If you have a question about planning, email me about it. If this is something that you find hard and you would like to talk through this with me, why not book a focussed ‘Playful Planning’ hour with me? After I have a few details about you and your business to bring me up to speed on where you are at, we spend an hour together to talk through your planning process and I help you to find a way that works for you. Would you like to know more about planning lessons within school time? You might find my training ‘Structure for Success’ really useful. Thanks for reading, I'd love to know your thoughts on this :) x Julia
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Wonderful Well-Being Days - the what, the why, the when and...some considerations and tips30/1/2024 📽️ Watch the video of this blog.
One of the things that I love offering to schools is well-being days, they fit nicely into the school calendar for many different times of the year and can be a rewarding way of giving lots of children an unforgettable experience. They can also be an opportunity for a school to get to know you, which may lead to more work within that school or setting. What is a well-being day? A well being day is usually a full school day where each class gets the opportunity to have a well-being lesson. It is usually connected to a theme or event that is happening in school, nationally or globally. When are good times to offer them? There are so many great times for schools to benefit from a well-being day, here are just a few suggestions: Children’s Mental Health Week 5th – 11th February. Emotional Health Week 19th – 23rd February. Stress Awareness Month April. World Health Day April 7th. Mental Health Awareness Week 13th – 19th May. Global Wellness Day 8th June. National Sports Week 17th – 23rd June. World Well-Being Week 26th – 30th June. World Mental Health Day 10th October. Stress Awareness Month November. Anti- Bullying Week 11th – 17th November. Schools often have their own health or well-being weeks too, so it is definitely worth contacting schools and letting them know that this is a service that you provide. How do I structure one? To create a plan for a well-being day, you will need to know:
Some schools are happy to create a plan for you to work to, others appreciate you organising this yourself. As there are likely to be lots of classes to teach in one day, it is likely that the timings will be quite short for the lessons. In my experience, these timings have worked well: Nursery and reception: 15 – 20 minutes Key stage one (years 1 and 2): 25 – 30 minutes Lower key stage two (years 3 and 4): 30 – 45 minutes Upper key stage two (years 5 and 6): 30 minutes – 1 hour Obviously, the time that you have will depend on how many classes need to be taught. Tips for making well-being days manageable:
I hope that you found that helpful :) Next steps: 🎁Get booked on to my training 'Props like a Pro' before 2nd of February, and receive the training 'Structure for Success' absolutely free! ⬇️ Download the documents checklist so you have everything you need. 📃 Save yourself some time by buying the document bundle! 🧠 Check out the training ‘Structure for Success’ to make sure that you lessons are perfectly planned! x Julia The Yoga Obstacle Course is your best friend!
We all know that to teach yoga to kids, we need to have a lot of energy and emotional capacity! But what happens on the days when you feel like s**t and don’t have the mojo to teach? It happens to us all. Maybe you’ve lost your voice, are menstruating or are dealing with something in your personal life that means that you simply don’t have capacity? It’s not realistic to say that you won’t teach every single time you aren’t feeling it, as most kids yoga teachers won’t get paid if they don’t teach. This approach also works really well if you are teaching a one- off session to a range of different ages as the children can interact with the activities at their own level of ability/ development. The novelty of different task and the short amount of time for each activity appeals to younger learners (or those with limited attention span) whilst the freedom and independence appeals to those children who are more emotionally mature (perhaps the older children, but not always). Introducing Yoga Obstacle Course! This is not new and I haven’t invented it. It is also not complicated or difficult! But it is fun. So what is it? A yoga obstacle course is basically a carousel of activities that children visit. At each ‘station’, there is a different activity to do. It does rely on having props though, so some organisation prior to the session is needed. It works best with small groups like after school clubs. How does it work? A number of ‘stations’ are set up around the room, each with a different ‘prop’ (resource that children use). The children interact with the props at that station for a set amount of time and then they switch to a different station. The yoga teacher observes to make sure that everyone is being safe and supports and extends the learning where it is most needed. Simples! What sort of props are useful to use? Basically, anything that you have! It could be books, soft toys, scarves, balls, pictures etc. Just make sure that the props are suitable and safe for the age and development of the children using them (no small parts for young children.) If you are interested in my favourite props, check out ‘Top of the Props’ where I list my favourite props and ideas for how to use them. Top tips for organisation
I’d love to know your thoughts, do you use an obstacle course? What are your favourite props to use? X Julia Get your free obstacle course here Here are my top ten props that I use and some ideas for how to use each of them Learn how to be a ‘Pro with Props’ with my training here Managing Behaviour Effectively in a Kids Yoga Class
Watch the video of this blog here One question that I get asked time and time again by the yoga teachers who I support and mentor, is how do I manage kids behaviour without losing the yoga vibe. Unfortunately, many (although not all) education settings use shame based behaviour management techniques. As a teacher myself, I have in the past used these too – sometimes we can feel restricted by the environment and systems that we are in. Shame based behaviour techniques (such as shouting, or behaviour charts) are effective at controlling children. That is why they are so prolific in education settings, activities and clubs and also many homes too. Many yoga teachers know that these methods of shouting, guilting and manipulating are not in alignment with the yoga way of life. This means that kids yoga teachers often feel a mismatch between how they are operating in their classes with kids and also how they WANT to show up in the world and relate to children. So what to do? This is something that I struggled with myself, as I made the transition from primary class teacher to kids yoga teacher. Almost 7 years into my yoga teaching journey, I’ve had a think about what key aspects are most valuable to me in ‘managing behaviour’ and I thought I’d share them with you. What’s in a name? This is a very personal choice, but my preference is to be called by my first name in yoga classes. The old teacher persona of being ‘Mrs Hankins’ was difficult to let go of but I knew that I wanted a different way of relating in my yoga classes. Some of the schools that I worked in were not very happy about this, arguing that if I am called ‘Julia’ by the children then they won’t respect me. In fact, I have experienced the exact opposite. Using my first name is just one of the things that I do that makes the children relate to me even more, because they know my ‘real name’. It fosters trust and familiarity and I believe it helps me to connect better to who I am at core rather than a role that I am playing. This means that I am less likely to slip into habits of guilting and shaming children into behaving. Ultimately, it is really important that you feel comfortable with the name that you are being called in your classes. For me this is my first name, for you this might be something else, either way, just check that you feel the best version of you with the name you have chosen. It is also really important to me that I use the children's names. I encourage them to correct me if I mispronounce or make a mistake. It is vital to me that the children who I work with feel 'seen' as individuals and using their name is a crucial part of this. Rules, rules, rules! I am a bit anti- authority, perhaps this is due to my neurodiversity, so I find it funny how important rules are to me and how big a part of my lessons they are! For me though, the rules that I have come from a place of wanting the children in my care to feel safe. Safety is one of my core values and I want the kids in my yoga class to know that they will be kept safe. Reminding them of the rules at the start of each lesson, and any time that they need reinforcing, is a powerful way of stating my commitment to their safety. Having rules that are simple predictable, and easy to understand helps children to know what is expected of them. When children know what is expected of them, they are more able to succeed, they can relax within the walls that the rules provide. I recommend only having a very small number of rules and keeping them easy to remember – I only have three. This way, I can refer to them very easily. If you would like a free guide and poster of my rules, you can download them here. If you teach young children, or those with language barriers of some sort, it is ideal to have a visual representation of them, to make it more accessible. It’s all relative When I was a teacher, I was once told by an executive head “Julia, your relationship with the children is wonderful, but it’s not about that!” She was wrong. I knew it instinctively at the time and now, with a Master of Science in Mental Health and Well-Being in Education behind me, I know that research backs me up. It is ALL about the relationship. When you have a meaningful relationship with the children that you teach, they are more able to learn and they will respect you so much more that behaviour will be much less of an issue. Be curious If we treat children’s behaviour like a problem to be solved, that’s where it will remain, as a problem! Seeing things from the perspective of the child is really important. If there’s something going on with a particular child (or group of children), investigate more and find out what is going on that is leading to that behaviour. This might mean talking to the child individually (obviously not in front of the others) or talking to their teachers or adults, to get more information so you can understand them better. Remember that kids are kids! Sometimes it is really easy to forget that children are not adults! They are only capable of what their nervous system and brain development allows them to do. This means that they will act like kids! Sometimes it’s exhausting, frustrating, annoying! Sometimes they do things you wish they wouldn’t and sometimes they don’t listen, but they are only doing what they can in the situation that they are in. Learning more about children from a (simple) neurological perspective can really help you here. This is covered in the training ‘Tame the Crowd Without Being Loud!’, you can find that training here if this is something that you would like to know more about. Accentuate the positive Sometimes, we can get so caught up in seeing the children NOT doing as we asked, but there will always be those who are. You know that phrase “look for the helpers”? This works in your yoga class too. If you are feeling frustrated or like no one is listening, look for the helpers! The ones that ARE listening or doing as you asked and them thank them personally! Find three children who are doing as you asked and thank them. This will help you feel calm and in control and also it will remind the others what it is you have asked them to do. So these are just some ideas about my approach to behaviour management in my kids yoga lessons. I would love to know if any of this resonates with you. Are there any things I’ve mentioned that you agree or disagree with? What is your approach? Is there anything that I haven’t mentioned that you think is important? If you would like more support with managing the behaviour in your yoga class, you may find these resources helpful:
X Julia Do you prefer video format? Check out my video here. Top of the Props! Ten top tips for effective use of props in kids yoga lessons
In my years of being a kids yoga teacher, I have amassed a huge collection of props. I love the excitement of buying new things to play with and bringing joy to my yoga classes. BUT is it necessary? To prop or not to prop? Some people would argue that you shouldn’t need props for yoga, that it should be a time to connect to yourself. I don’t believe this, and here’s why: our brains are wired for novelty. This means that when we bring something new to our kids yoga lessons, the children are more likely to be engaged, enjoy themselves, and remember what they have learnt. Props are also a great way of supporting and extend the learning in the yoga lesson. Having something to hold is also a really supportive way of helping children feel safe in your class. Many children experience anxiety from being in a new environment with a different teacher and different expectations. This can result in the dreaded mat picking! When children have something to hold, they are much less likely to pick at your lovely yoga mats, they are also less likely to search for stimulation elsewhere (looking around the room, trying to find things to fiddle with). Here are my top tips
Are you wondering which are my ‘go to’ props? Check out my freebie Top of the Props! Which is a list of all of my favourite props that I use regularly and some great ideas on how to use them. I hope that you found this helpful, let me know if you use props and which ones are your favourite. Julia With children’s mental health week approaching, educators may be thinking of strategies that can work in their setting. Yoga and mindfulness may prove a simple way of enhancing well -being.
Most people are aware of the five ways to wellbeing model. This model can also be used to demonstrate some of the ways that yoga and mindfulness are beneficial. Connect with others Connecting with others is a key way of improving mental health. Children’s yoga classes have a big focus on community and working together. Yoga and mindfulness classes have been found to improve relationships (Finnan, 2015 a) and ‘improve the classroom climate’ (Bazzano, Anderson, Hylton, & Gustat, 2018). Be Active It is widely known that moving the body has mental health benefits. Due to the nature of yoga, it is accessible to all (Chen & Pauwels, 2014), making it a great way of encouraging the least active pupils to participate. The specific type of movements and breathing techniques within yoga, also have the added benefit of engaging the parasympathetic nervous system (Stern, 2019), resulting in calmer children. Take notice A crucial aspect of yoga is connecting with oneself and identifying the sensations of the body. Child psychologist Dr Mona Delahooke (Delahooke, 2022) reports that, having greater awareness of bodily sensations leads to better self- regulation, psychological resilience and mind and body health. Learn Children gain an immense sense of achievement in learning within yoga. Many studies reveal that children experience joy within their yoga sessions, with some teachers believing that children reach a state of ‘flow’ (Rashedi, 2021). Give Helping others and kindness are key themes within yoga. Research suggests that children who learn yoga and mindfulness techniques go on to share these with others (Wang & Hagins, 2016). To children, these activities are fun, novel and don’t feel like learning, yet the adults that use these techniques, know that they are a well-being super power! Why not get some yoga and mindfulness in your setting? Julia Hankins MSc BAQTS EYT Julia Hankins is a member of the Society of Education Consultants and her workshops and trainings are approved by both Yoga Alliance Professionals and The Association for PE. Get in touch to arrange well-being workshops and training for your setting email Julia@juliahankins.co.uk or visit www.juliahankins.co.uk. Works Cited Bazzano, A., Anderson, C., Hylton, C., & Gustat, J. (2018). Effect of Mindfulness and Yoga on Quality of Life for Elementary School Students and Teachers: Results of a randomized controlled school-based study. Psychology Research and Behavior Management, 81 - 89. Chen, D., & Pauwels, L. (2014). Perceived Benefits of Incorporating Yoga into Classroom Teaching: Assessment of the Effects of “Yoga Tools for Teachers”. Advances in Physical Education, 138 - 148. Delahooke, M. (2022). Brain-Body Parenting; How to stop managing behaviour and strat raising joyful resilient kids. Sheldon Press. Finnan, C. (2015 a). Not a Waste of Time: Scheduling Non-academic Learning Activities Into the School Day. Urban Review, 26 - 44. Hughes, J., & Kwol, O. (2007). Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers’ Engagement and Achievement in the Primary Grades. Journal of Educational Psychology, 39 - 51. Rashedi, R. (2021). Exploring Teachers’ Perceptions of Implementation Factors in a Yoga Intervention: a qualitative study. Early Years, 365 - 380. Stern, E. (2019). One Simple Thing: A New Look at the Science of Yoga and How it Can Transform Your Life. New York: North Point Press. Wang, D., & Hagins, M. (2016). Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis. Evidenced Based Complimentary and Alternative Medicine, 1-7. If you are feeling like you are too busy and finding it hard to stay calm, then this is for you!
We sometimes think that unless we have time to go to yoga for 90 minutes or have an hour to read a book then we can't control our well-being. Psychologists call this 'all or nothing thinking' and it can lead to us doing nothing because we can't go 'all in'. However, it IS possible to stay on top of your well-being even when you are BUSY! All it takes is intention. Here are three super simple techniques that take less than five minutes that can help you to engage your parasympathetic nervous system- in other words- help you calm down. 1) Wash your hands and / or face. You could choose cold water to wake you up and help you gain clarity, or perhaps warm water with some lovely smelling hand wash to help you relax. The goal is to be mindful while you are doing it, noticing the feelings and sensations, noticing the smell, the texture of your skin, the way that the light reflects off the water. 2) Set a timer for a minute and spend that time noticing your breath, its texture, is it smooth or jagged? Where the breath is in your body, how your nostrils feel on the inhale compared to the exhale. If you have longer, you could set a timer for one minute and just count your breath, then set it again and try and reduce the number- 5 or 6 breaths a minute is a great number to aim to. 3) Lie on your back with your legs in the air, perhaps leaning against a wall or sofa. Just allow yourself to settle and be. This is not recommended if you are mentruating- in this case, just rest your legs on a cushion instead. What do you think? Could you try any of these? Which one appeals to you the most? Let me know if you give any of them a try :) Too often, we do things at Christmas time that we don’t really want to. We get dragged into things like work commitments, meet ups and even feel pressured to do things like ‘Elf on the Shelf’. Later we can feel drained, exhausted and even resentful, because we haven’t had time to do the things that fill us up and bring us joy. Sometimes we get drawn into traditions that don’t really sit with us, just because that is the way it has always been done.
If these traditions, meet ups and extra ‘things’ that end up on your plate at this time of year bring you joy, then this post is not for you! But if you feel like you get swept up in lots of stuff at Christmas and find yourself not really enjoying it, then read on… This is a really great time to consider what you would like your festive season to look like, before you get drawn into things that aren’t really what you want to do. I’ve attached some journal prompts to help you. If you can tune into how you feel, how you want to feel and what you hope this time of year to be for you, you can be more intentional. The last journaling prompt asks you to write a list of ‘yes’ and ‘no’, it might feel strange writing lists like this, so here’s an example for you: Yes: Fires, delicious food, walks and nature, showing love, fun and novelty, welcoming people into our home, time to read. No: Loud bars/ restaurants, Christmas food (I know, it’s weird, I just don’t like it!), obligations, complicated cooking, presents for the sake of it, societal expectations (perfect house, perfect clothes etc.), rushing. This exercise will help you to see what things you value and help you to be intentional. Here are some practical tips: Before you say ‘yes’ to a party, meet up, secret Santa etc. etc. think carefully about whether you really want to do it. If we fill our time with obligations, we are saying no to things that we genuinely want to do. This leaves us resentful. When you know what you DO want to do over the festive season (use the journal prompts to help you), book these things in your diary first. Set them as a priority. Include special things for yourself, to fill your cup, such as craft workshops, spa days, well-being workshops (mine are both fully booked but I do have a waiting list 😉). Keep on top of your commitments, use a diary to make sure that you don’t stretch yourself too thinly, plan in down time. We can easily get overstimulated at this time of year. When you are thinking about the things that you need to do, consider if in fact you need to do them at all, consider the Ds; could you dump it (not do it at all!), delegate it (give it to someone else), delay it (do it at a different time, when you aren’t so stretched). Finally, when the festive season is in full swing, make sure that you create time each day to check in with yourself and what you need. Perhaps some breathing techniques, meditations, or even a mindful hot drink might help. What things are you going to do this year? What are you choosing NOT to do? Sometimes we get so invested in parts of our life that we lose sight of who we are. We spend hours thinking of others that we forget how to just 'be' and we can have a hard time doing something fun. 'What do I even like to do?!' This is really common, especially for people who are really committed to their work, or perhaps family. Times when it can show itself are when we get time to ourselves to do something fun, yet we don't know what that thing is! I find it really helpful to journal, for this you don't need a fancy notepad (although they are nice!) just a scrap of paper will do. I've attached some journal prompts that may help you to get in touch with your inner self. Friendships can also really impact how we see ourselves. Perhaps consider if all of your friends are ones who know you in a certain role; if you are a parent, are your friends also parents? Do you find yourself mostly talking about your family? If you are (for example) a teacher? Are all of your friends teachers? Do you get opportunities to talk about other things? Maybe taking some time to chat with a friend who is not in the same situation as you can help remind you of 'you'. When we get involved with our 'adult life' we can often forget the things that bring us joy. Hobbies are a fun way of tapping into 'flow' which is great for mental health and our sense of self. If you don't have a hobby, what did you enjoy as a child? Can you do that? What piques your interest? Could you try something new? Sometimes social media doesn't always help as we often see the same things that get us stuck in our 'roles' could reading a book help you? I know that I love getting lost in a book and they often inspire me to do other things. Making the most of book swaps or libraries is a great way of doing this for free. Book a retreat! However that looks for you- it could be an hour massage, a half day yoga workshop, a weekend away with friends, an evening at a gig! Whatever you enjoy that escapes your roles and responsibilites in life- get it booked! To make any of these work is likely to need planning, do you have a diary? Plan in the things that are for you- otherwise they might not happen. It may also be helpful to gather a list of things that you like doing if you do get a random 30 minutes, hour or half day to yourself. This means that you don't have to think on the spot, you can just refer to your list. If well-being workshops are one of the things that you enjoy (or would like to try!) why not book onto this one in November 😉😉. Why not make Autumn the time to Reclaim You!? Wow. What an intense week it has been!
We are all busy juggling our balls and spinning our plates like something in a crazy circus! Many of us are trying to manage, work, children (and associated pressure for 'home learning') extra pressures like study, housework, ill relatives etc etc. The list goes ON. The pressure mounts, our stress levels rise, our capacity to cope shrinks. Our mental health suffers and this means that our physical health will too (as the stress response means that our immune system is weakened). Do you relate to this? The truth is, we don't know how long this will go on for. The uncertainty makes everything so much worse. Here is one thing that I do know: If we keep pushing and pushing to get things 'done' with no let up, we will burn-out. At the moment, most of us don't have a support network. A lot of us adults don't have someone to look out for us and notice the signs. So we need to be aware of this and make time. We need to be more aware of ourselves. Here are some very basic ways that we can build in moments within the day to support our mental health. Little mini windows of time that we can try and find some headspace: * Take a shower or bath as a mindful practice, notice your thoughts, let them pass. Try and be aware of the sensations in your body. Try this within the day as a reset. Really enjoy it and savour the moment rather than seeing it as functional. * Try to take some time off technology- this is especially important as we are all on screens more than usual at the moment. Be intentional about time off the screen! * Get stuck into a good book, try to fill the time that you would normally mindlessly scroll on social media, with a few pages of your book. For example when the kettle is boiling or while tea is cooking. * Try to notice your breathing, at regular intervals throughout the day (maybe even set an alarm). If you find your breathing rapid and shallow, see if you can slow it down and bring it deeper into your body (aim for 6 breaths a minute). * Get out for a walk, even if it is just round the block. Even better if you can do this on your own. Basically, try to be intentional and check in with yourself, how are you feeling? Do you have the capacity to deal with whatever it is that you are trying to? If not, take 5- 10 mintues to reset yourself. There are some really useful apps that can help guide you, if you are needing a bit of calm but are not sure what to do. I like Headspace, Calm App and Insight Timer, feel free to add any below that work for you. Even just getting some headphones and listening to music can really help to give you some space. If you found this helpful, come and join my group , where you can watch the video of me talking this through. You may also like my training videos (currently on sale) you can find those here: If you found this helpful, please share! |
From Julia
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March 2024
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