[Lisa Walton]

in reply to: Class 6 Post Due 12/18/23 #3015

Oh I love this question and for sure, ‘am I good enough’ is definitely coming up for me at the moment. Also because my work at the moment is encompassing families more and more. The beautiful part of this is that as I give myself what I need to regulate and move towards my own fears and move through the dysregulation that comes up in me with ‘am I ok’, I get to model this for educators and parents. We are all revolving in ‘am I ok’ together and in doing my own work I get to scoop them up and bring them with me. I actually love this so much… my own focus on myself gets to ripple out to influence and impact the broader system that includes all these people together.

[Lisa Walton]

in reply to: Class 5 Post Due 12/4/23 #2946

The benefits are that they can be used with all ages – with care to match the right ‘tool’ with the developmental stage / developmental mindset. Particularly for children they provide a means to scaffold Interoception from an early age. One of the challenges I see is that school curriculums are not built around these tools/approaches as a standard – so allying with educators in all the ways we have discussed so far in this course is essential to grow the engagement in incorporating them into curriculums. To foster mainstream uptake and adoption.

[Lisa Walton]

in reply to: Class 4 Post Due 11/13/23 #2945

It totally reframes how I will approach working with Educators (and parents). I can feel how this will build trust, rapport and curiosity more robustly and in a way that builds a felt sense of safety and allyship (if that’s even a word!).

[Lisa Walton]

in reply to: Class 3 Post Due 10/30/23 #2944

The overarching benefit is the permission to meet a person (educator or student) where they are at, which is a shortcut to creating a neuroception of safety. A challenge could be the mismatch between this approach and current, traditional expectations and approach around behaviour management in the classroom and transitioning to this more attuned approach to supporting the classroom nervous system.

[Lisa Walton]

in reply to: Class 2 Post Due 10/16/23 #2923

I’m definitely guilty of putting myself on the pedestal and missing the importance of meeting the educators where they are at. Which straight-away creates disconnection and engagement because the setup is judgement. Taking a neutral position – the observer – is helpful to avoid being pulled into a debate between perceptions. In trying to explain this I try to reframe the purpose of behaviours as being information that they can work with (because they almost always feel like they ‘can’t’ work with behaviours) and a window into the state of the nervous system in that moment. As well as the setup of feeling judged and not good enough, there may also be a sense of feeling out of control, overwhelmed, powerless. So the reframe gives them an anchor. Something to work with and help them see the behaviours differently – and the person in front of them.

[Lisa Walton]

in reply to: Introduction #2824

Hi Lynsey! Really looking forward to learning alongside you!

[Lisa Walton]

in reply to: Class 1 Post Due 10/2/23 #2823

With this new awareness I’m able to non-judgementally reflect on how I have been showing-up with educators, very much in ‘fix-it’ mode rather than ‘being with’. I’m excited to feel the shift from ‘fixer’ to ‘ally’. It feels lighter, there’s a ‘togetherness’ that comes with it. And this also gives me pause to reflect on why I have been leading from a place of fixing… I get to be curious about my own beliefs, how I am with my own activation and what strategies I still unconsciously use when perceiving challenges in my own relationships (with educators, students, parents…). I didn’t expect this from today’s session: I see where I am still afraid to be with the activation in my own system – i don’t want to feel it so I have to fix it as quickly as possible – and of course I project that straight out onto the people I’m in relationship with. I so appreciate the insights and learnings from today. The work really does begin with us! Thank you x

[Lisa Walton]

in reply to: Introduction #2819

Hi everyone! I’m Lisa from QLD Australia and I’m excited to be here evolving with you all! I’m here as an Integrative Family Well-being Practitioner, working externally with schools to support the wellbeing of my clients within the school environment using epigenetic science. I’m also an unschooling Mum to two autistic children, 10 & 12. My intentions for being here are to learn how to be the person that not only my clients and families need me to be, but also the teachers and school leadership team need me to be… to build better rapport, trust and engagement with educators in order to create the space for them to be able to consider another perspective for managing behaviours in the classroom, putting the nervous system at the heart of teaching and relationships. Love & light xx

[Author]

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