The Use of Deep Breathing Exercises - Essay Example

The following research studies have been sourced as secondary sources to further expound on two subtopics in relation to “The use of deep breathing exercises as a stress management technique for elementary school children in UK”. First is the identification and understanding of the various elements causing stress and its situational examples among children, particularly studied in UK context. Second is to focus on attempting to understand the need to utilize breathing exercises as a therapeutic intervention for stress management of elementary school children in the said region. Definition of Stress and Related Studies. Stress refers to the physical or psychological result of external or internal pressure (AllPsych Online). Stress is also considered a normal physical response to any stimulus causing threat or that which upsets the balance of an individual in some way. Factors causing stress may include external pressure, encompassing the physical environment, like home, work, school, inter-relationships, challenges and difficulties, or even expectations that an individual faces every day. In addition, internal pressures may also cause stress; these cover the over-all health and fitness level of the person, his emotional well-being and mental capacity. The latter in part, determines the body’s ability to respond to external stress-inducing factors (Understanding stress, helpguide.org). It has been ascertained that there are abundant potential causes of stress uniquely expressed for each individual. However, for this particular study, the focus shall be on the factors of stress in school performance of elementary pupils in the United Kingdom. Based on gathered research and studies conducted in UK context, students in primary education particularly those from the ages of 5 up to 12 years old are now generally experiencing school stress which results to a variety of physical and psychological conditions. Stress manifests in different forms, especially among children ages 5 years old or younger since they are still incapable of recognizing and communicating feelings of stress to their parents or guardians. However, stress indicators like clinging to parents, unusual crying, display of temper tantrums and other regressive behaviour (i.e. thumb sucking, bedwetting), and rocking, biting and even toilet accidents are evident. Likewise, children ages 6 to 11 years old, or school-aged children, are more articulate with their emotions and experiences toward stress-related incidences, and the obvious reactions are physical complaints and uncharacteristic behaviours. These may include complaints about stomach ache and headache, low or excessive appetite, implication of respiratory ailments, sleep problems (i.e. excessive nightmares and insomnia), slow illness-recovery, teeth grinding, nail biting, , bedwetting, tantrums and frequent need to go to the restroom (Signs of stress in children, Relaxation Expert UK). They can also resort to bullying behaviour, dishonesty, defying authority, anger and aggressiveness, poor concentration and lower academic performance, depression, laziness, disinterest to socialize and join activities, and being prone to accidents (Signs of stress in children, Relaxation Expert UK). Further studies emphasized that one of the main concerns now of national government and other private sectors and non-profit organizations in the UK is the increasing number of school children suffering from poor academic performance due to stress and depression. Charities like Place2be managed to ran an activity which aimed to provide help to students who are experiencing increased burn-out in their school work (Guardian.co UK, 2007). It has been stressed that even younger children below as 5 years of age displayed the intense desire to seek guidance and support from professionals as the pandemic effect of stress also influences them (Guardian.co UK, 2007). In this connection, a convention held by Association of Teachers and Lecturers stressed the mental health of primary aged children; the pressure being put on them by the society including the damaging implication of personal and family conflicts aside from societal dysfunction; and lastly is the rising prevalence of suicidal attempts among youngsters due to pressure (Garner, 2008). Despite efforts of the government, a number of recent empirical studies have suggested a burgeoning depression among primary school children. In evidence, UNICEF or United Nations Children’s Fund in Feb 2007 reported that British pupils are the unhappiest in the whole western region apparently due to inadequate social coherence and complications resulting from poor parenting (Garner, 2008). There are certain factors which have been distinctly mentioned in the literature, pointing out the factors that influence stress among elementary school children whilst in school. Peer Victimization/ Peer Pressure. One of the evident psychological manifestations of this is the disrupted ability to concentrate in classes. In a study conducted in 11 junior schools in the UK, where study participants included 485 pupils aged 10-11, gathering self-reports of other variables either individually or in a small group pertaining to physical, verbal and social exclusion victimization resulted to the following findings: High level of fear of future victimization and disrupted classroom concentration, whilst, girls have higher levels of fear and anxiety of becoming a victim of bully behavior in the future than boys (Boulton et al, 2008). The social exclusion process is a continuum, such that one outcome results to another and the degree of effects is expressed considerably in a repetitive manner; its outcome can be mutually reinforcing or even damaging to achievements in the early phase of life (Fortin, n.d.). In connection to social exclusion is the problem of school bullying. Bullying is said to be an aggressive behavior borne out of willful desire to inflict bodily and mental agitation to other individuals (Randall, 1991); the conscious intent to inflict harm on others and elicit stress from them (Tattum & Tattum, 1992). It is a serious problem, continually changing and often overlooked because of inadequate knowledge or information on its varying identities, implications and ways to deal with it. In this regard, the UK government has been seriously devoted with creating structured programs and policies that will tackle the problem with the help of schools where bullying incidents normally transpire (Teachernet, May 15, 2008). Inspite national initiatives to ensure preventive measures against student bullying are well undertaken and integrated into the school curriculum, the problem has been persistent and has continually caused stress and academic problems particularly to primary students. Most research suggests that bullies are also victims themselves (Colvin et al, 1998). As described in a previous study, the process of social exclusion is in itself a continuous one which leads one to another in the same degree. It has been identified to develop from early on-set of childhood experiences due to adverse conditions of the environment such as poor parenting, where parents manifest coercive or punitive forms of practices, or lack of discipline and even inconsistency in disciplining requirements; social discrimination, where the child also experiences being excluded by other children in the group due to differences in ethnicity or differences in behavior manifestations due to lack of parental guidance and support at home. These children lack the necessary social skills needed to interact effectually with fellow students and teachers (Patterson et al, 1992). In a study conducted in Dutch schools, more than 16% of primary school aged children are reported as victims of bullying every day and oftentimes this problem has been unreported to the school authorities (Hutchinson, Visionary). On the other hand, neither the bullies are provided a dialogue by their teachers or their parents with regards their behavioral problem. In this connection, bullying is without recourse unstoppable unless a regular and consistent communication among major relevant adults which comprise of parents, children, educators and healthcare professionals is established and an extensive training for awareness and management of bullying incidences be provided to teachers (Fekkes et al, 2005). In an effort of the British government to stop the prevalence of bullying and alleviate the tremendous effects such phenomenon implies to the lives of young children, anti-bullying guidelines were launched by National Healthy Schools Programme. This aims to help schools in addressing the problem and be able to provide students with a safer and healthy environment (Healthy schools anti-bullying guidance, anti-bullying alliance). In lieu of this, ABA or Anti-Bullying Alliance provided a summary of approaches which can be utilized as a tool for the provision of a clear and simple list of methods or strategies applicable for the prevention and responding of bullying (Tackling bullying in schools, ABA) Further studies denote children’s response to peer pressure in connection with their perception of the culture of the group (i.e. norms and behaviours, attitudes and material status); consequently, high perceived pressure from peer groups (i.e competition) compel the student to feel peer rejection and thereby augment reactions of stress and anxiety (Banerjee & Dittmar, 2008). It has been noted by Gibbons et al (2006) that such group behavior or attributes (i.e. peer pressure & competition) are likely to modify the student’s perception and behavior towards valuable social and economic decision-making like performance in school. Educator’s behavior and influence. Stress being experienced by students may not only come from their own colleagues or peer group but also can be brought about by fear of “bully teachers” or those who are aggressive and unreasonably strict to students. In this situation, students are perceived to be captured victims forcedly obliged to follow and respect authority for they have the power to control their fate in the educational institution, as such, causes great anxiety, trauma and other psychological problems (Parsons, 2005). Albeit recognition of some teachers that their misbehaviors are acts of bully, still, the school authorities manage to accept this as part of normal functions and means to control the classroom and students’ behavior and attention towards learning. Therefore, student victims are hesitant in discussing or reporting such incidences of bullying from their mentors, whilst, parents perspectives are also denied of being heard by the school officials and in most research (Mc Evoy, 2005) High Expectations from Teachers. A notable research suggests that educator’s approach and practices in the classroom has profound bearing on children’s pro-social behaviour. Apparently, if developmentally inappropriate practices are being utilized in the classroom, children tend to experience anxiety and this aggravates their current behavioural problems and likewise has implications on the future stages of the child’s education (Hart, 2007). Indeed, increased stress amongst students and low academic performance in UK can partly be attributed to high expectations from educators and the society in general (Hart, 2007). The introduction of National Achievement Tests (SAT) profoundly diverted attention of school officials from emphasis on student’s performance and learning to conform to standard level requisites of school system in the country. Consequently, overwhelmed teachers due to demands to achieve target, likewise, drill their students with homework and examination exercises which can become intolerable for their age (Paton, 2008). Teachers ought to maximize government test results concentrating on the two facets of learning, whilst other academic areas supposedly catering a well-balanced academic program are left untended. Most of them are being assigned to students in forms of homework, therefore, integrating only shallow learning. Excessive Tests and Homework. A number of news reports all over the UK identified the increasing level of stress to school children up to college level, being mainly attributed to the government mandated guidelines on the amount of homework to be set for children between ages 4 and 16, and the numerous tests being given to these students as part of the government’s program to enhance the quality of school systems (Putwain, 2007). In a study conducted regarding test anxiety among UK school children, two factors were extracted as the effects, worry and emotionality (Putwain, 2007). Because of the huge impact of assessment anxiety on students, many of them experience stress as young as 5 years old (Putwain, 2007). According to BBC News, many parents and teachers felt the need to get rid of national school tests as too much focus on them deteriorates performance of the students in school. Although parents do recognized the effort to uplift standards of education, however, they opposed the extreme pressure being assumed by their children (BBC News, UK, February 27, 2003). In an attempt to mitigate the effects of school stress, different agencies are helping each other to provide counseling to anxious students regarding stress management, training nurses at schools to enable to identify stress symptoms and conduct stress management if necessary, assigning psychologists in every school to give counseling to teachers, parents and students regarding stress and how to deal with it. Other charities even ran activities and programs to allow school children to post requests whenever they need immediate professional help, provision of “stress busting” sessions in different schools, as well as conducting lessons on behavioural and cognitive therapy as such is the adoption of relaxation methods (i.e. massage, breathing, and visualization techniques) (Guardian.co UK, 2007). Imbalanced Curriculum. Another possible stressor in elementary students whilst in school shall be the major reforms in UK curriculum. Overemphasis in Math and English subjects, wherefore, suffering other areas of primary curriculum such as Science, Arts, History, Music and even Physical Education, which was deemed important for maintaining fitness and healthy lifestyle amongst students (Paton, 2008). In lieu of this, the student tends to be disinterested toward routinely emphasized subjects whilst their favorite subjects are being limited. Deep Breathing Exercise as a Stress Management Technique British children are among the most tested in the world, resulting mainly to a high degree of assessment anxiety. This is particularly alarming, since the age of sufferers is increasingly lowering. Because of the fallout from the UK’s testing culture, thousands of students are now suffering from unparalleled levels of “exam stress” (Guardian.co UK, 2007). Now, the UK government is more concerned with promoting mental health as key component of its public health policy and healthy school programs (DOH 2000, 2001) in coordination with the Department for Education and Skills (DfES, 2001). They aimed to adopt a whole-school approach in promoting mental health to students so as to improve their emotional well being and social functioning. Some of the techniques such as massage, breathing and even visualization were used to help in alleviating the effects of such emotional strain and anxiety in school children. It is now evident that there is a growing awareness that stress-related factors put on the lives of primary students particularly in UK. Apart from the side by side effort from the government and the private and non-profit entities to tackle the burgeoning depression amongst students, largely caused by anxiety resulting from peer victimization and peer influence, negative experiences in school including major reforms in curricula, high teacher’s expectations and aggressiveness, and the most controversial, are the overwhelming assessments. Parental influence though implies great impact on the child’s over-all personality, behavior and attitudes, the fact that once entered school, the institution now has the profound effect on the social and moral values of the student (Romano, 1992). Likewise, Romano (1992) suggests, school must be equipped with resources such as stress management programmes as these help the child to develop healthy coping strategies that can be used to confront stressors in their daily lives; consequently, mitigating the risk of developing emotional disorders resulting from maladaptive means of coping with stress. In line with a whole-school approach, many schools around the globe are into adopting restorative practices as an effective intervention for addressing the disruptive behaviours of students, whilst, establishing a circle of support group or community that will help in the transformation of problem behaviour and attitudes, likewise, creating a healthy and constructive learning environment (Porter, 2007). Further literature review denotes the development of a class stress-management programmes that has been brought about by careful preparation and effective implementation through joint efforts of teachers, students and health care workers. This has lead to positive results in developing a broader understanding and practice of coping skills for the students (Kraag et al, 2005). Part of the constructive effort of schools to deal with the problem is the use of relaxation therapy and techniques such as deep breathing exercises found to be effective in coping with stress. With the increasing concern on worn-out primary aged children in the UK, it has been recognized that deep breathing exercise may be beneficial for this age group. Deep breathing is likewise popularly tagged with other names, such as “diaphragmatic breathing, abdominal breathing, belly breathing, and paced respiration”. Moreover, is considered as an effective and among the strongest means of the body for healing itself (Benefits of Deep Breathing, Faculty of Harvard Medical School). Each individual is born with such a skill, but is often not optimized as a health promoting mechanism. This technique is carried out as a person breathes deeply, and the air goes into the nasal passages, completely occupying the lungs and the lower belly elevates. This relaxation technique brings the system back into equilibrium: deepening one’s breathing, decreasing the hormones elicited by stress, decreasing heart rate and blood pressure to normal, and causing muscle relaxation. In addition, research also shows that it also increases energy and concentration, fights sickness, alleviates bodily aches and pains, increases problem-solving capacities, and increases morale and sense of productivity. Deep breathing is a pillar of majority of relaxation techniques, which can be practiced in combination with other relaxation best practices such as the use of aromatherapy and music (Stress relief, Helpguide.org). Furthermore, it is easy to learn, can be practiced almost anywhere, and provides a quick way to get stress levels in check. Thus, it is feasible to be utilized for stress management on elementary school children. There is an apparent dearth of studies focusing on this relaxation management technique, specifically in the context of the UK. As such, there is a research gap worthy of attention, especially considering the alarming outcomes brought about by stress among school children in the UK. References Banerjee, R & Dittmar, H, 2008, ‘ Individual differences on children’s materialism: the role of peer relations’, Personality and social psychological bulletin, Sage journals online, DOI 10.1177/0146 167207309196. 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Wells, J, Barlow, J, & Brown, SS, 2003, ‘A systematic review of universal approaches to mental health promotions to schools’ vol. 103, pp. 197-220 Read More