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Mental Health Aware Yoga

Welcome [accessally_user_firstname]!

INTRODUCTION

Welcome
Introduction
Summary + Assignments

WESTERN PSYCHOLOGY

Introduction
Depression
Anxiety
Trauma
Stress
Co-morbidity
Summary + Assignments

YOGA PSYCHOLOGY

Introduction
Patañjali's Yoga Sutras
Gunas
Koshas and Kleshas
Summary + Assignments

SAFE CONTAINER

Introduction
What Students Want
Environment
Being Present
Being Predictable
Touch
Self Care
Summary + Assignments

ETHICS

Introduction
Sacred Role
Scope of Practice
Confidentiality
Intake Forms
Promotion
Sexual Relationships
Mentoring
Summary + Assignments

THERAPEUTIC SKILLS

Introduction
Meet Them Where They Are
Rhythms
Languaging
Listening Skills
Witnessing Presence
Embodiment
Summary + Assignments

YOGIC PRACTICES

Introduction
Research Overview
Depression Research
Anxiety Research
Trauma Research
Assessing Students
Yoga Interventions
Cultivating Sattva
Reducing Rajas
Reducing Tamas
In the Yoga Class
Summary + Assignments

MENTAL HEALTH CRISIS

Introduction
Crying
Anxiety and Overwhelm
Panic Attack
Suicide Ideation
Summary + Assignments

CONCLUSION

Where To From Here
Assignment Checklist
Final Questionnaire
Final Assignments
Feedback Session
Certificate

TRAINING MANUAL

YOGA CLASSES

PRACTICE LIBRARY

FACEBOOK COMMUNITY

GROUP MENTORING CALLS

ASSIGNMENT CHECKLIST

FAQS + SUPPORT

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COURSE PROGRESS

0%

THERAPEUTIC SKILLS

RHYTHM

MULTIPLE CHOICE QUESTIONNAIRE

Please watch the lecture before undertaking this questionnaire.

You must achieve 100% on this questionnaire before moving onto the next section. You may retake the questionnaire until you achieve 100%.

All the answers to the questions are in the lecture.

Have you watched the entire video lecture?

Yes
No

Correct!

Please watch the full lecture before taking the questionnaire and progressing to the next lecture.

Supporting students to develop an individualised practice in a group class is:

Impossible.
Too distracting for the other students.
Too hard for the teacher.
A kind and thoughtful way to support students to make choices based on their own needs.

Correct!

Not quite. Try again.

How can teachers support their students to create an individualised practice in their class?

Offer variations of practices.
Use language that directs the students to their internal experience, and supports them to make choices based on their needs in the moment.
Offer the option of child’s pose or another comfortable pose at any time.
All of the above.

Correct!

Not quite. Try again.

What is an interpersonal rhythm?

A rhythm that we create internally, matching our movement to our breath.
A rhythm that we create with others, matching our movements, breath or sound with another.
A rhythm that comes from practicing with music.
None of the above.

Correct!

Not quite. Try again.

What is an intrapersonal rhythm?

A rhythm that we create internally, matching our movement to our breath.
A rhythm that we create with others, matching our movements, breath or sound with another.
A rhythm that comes from practicing with music.
None of the above.

Correct!

Not quite. Try again.

How could we support our students to create an intrapersonal rhythm in a group class?

Invite students to move with the rhythm of their own breath.
Invite students to chants Oms at their own pace, rather than all together in the class (like waves of the ocean, rather than a choir).
Initially guide students through the practice together as a group, being more explicit with cueing the timing of the breath, then invite them to practice in sync with their own breathing rhythm.
All of the above.

Correct!

Not quite. Try again.

Retake Questionnaire

DOWNLOADS

Download the audio recording of the lecture

Download the slideshow PDF

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© Dr Lauren Tober 2026

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