Breathing is one of the few levers we have over our autonomic nervous system. When stress mounts, the heart speeds up, muscles tense, the mind races - all beyond our voluntary control. But breathing can be controlled. And by controlling it, we can influence everything else.
For adults with Down's syndrome, learning to use breathing as an emotional regulation tool is a valuable skill. It's a tool that's always available, free and discreet, and can make the difference between a tension that's building towards a crisis and one that's subsiding.
This article offers you adapted breathing techniques, strategies for teaching them, and tips for integrating them into everyday life so that they become accessible reflexes even in difficult moments.
Why breathing regulates emotions
Understanding the mechanism helps us to appreciate its importance and explain it to the person we're supporting.
The autonomic nervous system
Our autonomic nervous system has two branches: the sympathetic system (gas pedal), which activates in the face of stress, and the parasympathetic system (brake), which promotes calm and recovery. These two systems generally function automatically, without our control.
The breathing exception
Breathing is one of the few autonomic functions we can voluntarily control. And here's the key point: the way we breathe influences the autonomic nervous system.
Fast, shallow breathing activates the sympathetic system - it tells the body "alert, danger". Slow, deep breathing activates the parasympathetic system - telling the body "everything's fine, you can relax".
The virtuous circle
By breathing slowly and deeply, we send the body the signal to calm down. The heart rate slows, muscles relax and the mind calms. This physiological calm facilitates emotional calm.
Adapted techniques
Several breathing techniques can be used. The important thing is to choose the ones that suit the individual and keep them as simple as possible.
Abdominal breathing
This is the basic technique. It involves breathing "with the belly" rather than with the chest.
How to use it :Place one hand on your belly. Inhale slowly through the nose, inflating the belly (hand rises). Exhale slowly through the mouth, letting the belly deflate (hand moves down). The upper body remains relatively still.
Why it works:This breathing stimulates the diaphragm and the vagus nerve, the main activator of the parasympathetic system.
To teach it :Use the image of a balloon: "Your belly is like a balloon. When you breathe in, the balloon inflates. When you exhale, it deflates." Demonstrate yourself with your own hand on your belly.
Square breathing (or 4-4-4-4)
This technique adds a temporal structure that helps slow breathing.
How to use it :Inhale on 4 beats (count 1-2-3-4). Hold breath on 4 beats. Exhale on 4 beats. Keep lungs empty for 4 beats. Repeat several cycles.
Possible adaptation :If holding the breath is difficult or anxiety-provoking, simplify to 4-4: inhale on 4 beats, exhale on 4 beats, without holding.
To teach it :Draw a square and follow the sides with your finger as you practice. Or use an application that visualizes the square. Perhaps start with 3 beats instead of 4 if 4 is too long.
Breathing 4-7-8
This technique lengthens the exhalation, reinforcing activation of the parasympathetic system.
How to use it :Inhale on 4 beats. Hold breath on 7 beats. Exhale on 8 beats. The fact that the exhalation is longer than the inhalation accentuates the calming effect.
Possible adaptation :If 4-7-8 is too complex, simplify the ratio: inhale on 2 beats, exhale on 4 beats (simply longer exhale).
Breathing with simple counting
For those who have difficulty with structured techniques, a simple slow-down may suffice.
How to use it :Inhale slowly as the accompanist counts "1, 2, 3". Exhale slowly while the guide counts "1, 2, 3, 4". The accompanist sets the rhythm, the person follows.
Teaching techniques
The way you teach is as important as the technique itself.
Start when things are going well
Never try to teach a breathing technique in the middle of a crisis. It's bound to fail. Learning should take place in calm, pressure-free moments, ideally as part of a daily routine.
Demonstrating and doing together
First demonstrate the technique yourself. Then do it together. Your visible and audible breathing serves as a guide.
Use concrete supports
Put your hand on your stomach to feel the movement. A light object (cuddly toy, cushion) placed on the stomach in the lying position to see the movement. A candle (real or imaginary) to gently extinguish for exhalation. Soap bubbles to blow (forces you to blow slowly).
Repeat, repeat, repeat
A technique is only truly acquired when it becomes automatic. This requires dozens, even hundreds of repetitions. Daily practice is essential.
Valuing efforts
Every attempt deserves encouragement: "You've inflated your belly well", "You're exhaling more and more slowly". Progress is more important than perfection.
Integrate into your daily routine
For breathing to become an accessible reflex in tense situations, it must be practiced regularly in calm situations.
Key times to practice
Waking up in the morning: a few breaths before getting out of bed prepares you for the day. At bedtime: breathing helps you fall asleep. After meals: a moment of transition. On returning from work: to mark the transition between the working day and the evening.
Create a ritual
Associating breathing with a fixed time of day makes it an automatic ritual. "After dinner, we do our 5 breaths together." Over time, people can initiate the ritual themselves.
Use reminders
An alarm clock that rings at a set time, an image displayed as a visual reminder, a routine in the CLINT application that includes a breathing moment.
Practicing together
Doing the exercises with the person, rather than asking them to do them alone, reinforces the practice and creates a moment of connection.
Using breathing in tense situations
Once the techniques have been learned, they can be mobilized when tension builds.
Spotting the right moment
The ideal time is during the intervention window, when the first signs of tension appear but the crisis has not yet been triggered. The earlier the intervention, the greater the chances of success.
Suggest (don't impose)
"Do you want to do some breathing together?" is more effective than "Breathe! Calm down!". The proposal respects autonomy and doesn't add pressure.
Active guidance
If the person agrees, actively guide the breathing: "Breathe in with me... 1, 2, 3... Blow gently... 1, 2, 3, 4... ". Your calm voice and your own visible breathing serve as a model.
Adapt to the situation
Under stress, cognitive capacities are reduced. Simplify as much as possible: just "breathe in... breathe out...", without complicated counting.
Persevere even when it's hard
The first few breaths may be difficult, jerky and incomplete. Continue to guide calmly. Often, after a few labored breaths, the rhythm settles down.
When breathing is not enough
Breathing is a powerful tool, but it has its limits.
In the midst of a crisis
Once an emotional crisis has been triggered, the rational brain is no longer in control. Asking the person to breathe calmly while overwhelmed is generally ineffective, and even experienced as aggressive.
In this case, ensure safety, stay calm, wait for the wave to pass, and possibly offer breathing when the first signs of calming appear.
Need for other strategies
Breathing is one tool among others. Depending on the situation and the individual, other approaches may be required: withdrawal to a quiet space, physical movement, deep pressure, redirection activity.
Don't feel guilty
If breathing didn't work in a given situation, it's not a failure. Perhaps the circumstances were not favorable. This does not call into question the usefulness of the technique at other times.
Common mistakes to avoid
A few pitfalls to be aware of to maximize the effectiveness of the approach.
"Breathe! Calm down!"
This injunction, often uttered with annoyance, is counter-productive. It adds pressure, can be perceived as a reproach, and generally comes too late.
Teaching in crisis situations
Trying to learn a new technique during a difficult moment doesn't work. Learning requires calm and cognitive availability.
Technique too complex
A sophisticated technique poorly executed will be less effective than a simple technique well practiced. Adapt the level of complexity to the individual.
Lack of practice
Without regular training in calm situations, the technique will not be accessible in tense situations. Automation takes time.
Waiting for perfection
Breathing doesn't have to be perfect to be beneficial. Even approximately slower breathing is already helpful.
Combine with other approaches
Breathing is best combined with other regulation strategies.
Breathing + withdrawal
Retreating to a quiet space and practicing a few breaths combine two powerful tools.
Breathing + movement
Some people regulate themselves better by combining breathing with gentle movement: breathing while walking slowly, stretching, swinging the arms.
Breathing + visual support
For people who have difficulty mentalizing counting, a visual aid (an application that shows the rhythm, a drawing to follow with the finger) can help.
Breathing + transition activity
After the breathing exercises, propose a calm activity as a transition back to normal activities. The CLINT application, with its adaptable cognitive games, can be used as a soothing transitional activity.
In a nutshell
Conscious breathing is an emotional regulation tool that is accessible, free and always available. For adults with Down's syndrome, learning to use their breathing to calm down can transform the way they manage moments of tension.
Techniques need to be adapted (abdominal breathing, simplified square breathing, guided counting), taught calmly, and practiced regularly until they become automatic. In tense situations, suggesting (without imposing) and actively guiding breathing can help defuse escalation.
The DYNSEO training course " Helping an adult with Down's syndrome to manage his or her emotions " offers a range of regulation techniques, of which breathing is an integral part.
DYNSEO resources
Main course : Helping adults with Down's syndrome manage their emotionsRecommended application:
- CLINT, your brain coach - Calm transition activity after breathing exercises
