This course is for educators, SEL and behavior coaches, and school-based mental health professionals
20 hour, 3-month program includes:
- Four – 1 ½ hour Live webinars
- Six – 1 ½ Recorded classes
- Additional recorded material and bonus webinar
- Three – 1 hour group consultations. We will attempt to organize the groups based on your role in schools or with educators.
Bonus Webinar: Using a Developmental Mindsets Paradigm when Working with Other Adults
- Identifying stages in a developmental continuum in doing SEL and trauma-informed work
- Gaining skills in more effective partnering and collaborating
- Understanding different roles you can play in supporting others
Class 1 Webinar: Preparing Brains to Learn
- Linking brain and body states
- 3 questions as clues to arousal state
- Understanding self-regulation: The skills
- Power Players
Class 2 Recording: The Process of developing self-regulation
- Explicitly and intentionally teaching top-down skills
- Creating bottom-up co-regulatory experiences
Class 3 Recording: Strategies for re-wiring brains and re-patterning nervous systems
- Promoting connection and practical neuroscience
- Being an external regulator and practical neuroscience
Classes 1-3 Learning Objectives:
- Participants will learn the neurobiology impacting behavior in moments of dysregulation.
- Participants will learn how brain states and body states impact students’ abilities to learn.
- Participants will gain skills in recognizing dysregulation in students so they can intervene before it continues to escalate.
- Participants will identify appropriate expectations and goals in different situations, and the neuroscience behind why some strategies are more effective at certain times.
- Participants will learn how to teach the skills involved in mastering the ability to self-regulate.
- Participants will examine ways to shift daily routines to include self-reflection which supports the re-wiring of brains and re-patterning of nervous systems.
Class 4 Webinar: Growing Windows of Tolerance & Shifting Perceptions
- Using a regulatory lens in practice
- Exploring what it means to be an external regulator
- Behavior as attempts at regulation
- Intentionally growing windows of tolerance
Class 5 Recording: The Neurobiology of Regulating Ourselves and Others
- Activating the Vagus Nerve
- Understanding cues of safety and threat
Class 6 Recording: Practical Classroom Strategies
- Discipline is proactive and reflective
- Somatosensory regulation, Braindrops and Learning Tools
- Setting boundaries that support growth
Classes 4-6 Learning Objectives:
- Participants will learn to look for clues about their own states of arousal.
- Participants will learn to regulate in moments of dysregulation, helping them avoid exhaustion and burnout.
- Participants will be able to apply proactive regulatory strategies throughout the school day.
- Participants will translate knowledge into creating environments that support self-awareness and self-reflection in students leading to the discovery of their own regulatory needs.
- Participants will learn how to support growing students’ windows of tolerance, to more effectively re-wire the brains and re-pattern the nervous systems of students to support learning and growth.
- Participants will explore how to incorporate these strategies and concepts in ways that best fit within their learning environments.
Class 7 Webinar: Relationship Challenges
- Dynamics in difficult interactions
- Understanding the internal world of the student
- Creating new templates
- Ways of approaching relationships
Class 8 Recording: The Science of Relationships
- Stuck in a cycle of interacting
- Impact of perception and environment
Class 9 Recording: Balancing Challenge and Support in Layered Behavior Plans
- Social-emotional and behavioral lagging skills
- Using a regulatory lens for support and building plans
Class 10 Webinar: Tying it all Together
- Layering adult behaviors
- Our own journeys
Classes 7-10 Learning Objectives:
- Participants will examine relationship dynamics and learn how to balance challenge with support.
- Participants will explore ways to promote cues of safety in the classroom.
- Participants will learn to set boundaries through this lens.
- Participants will learn how to use a regulatory perspective when creating support plans for students.
- Participants will analyze and compare their beliefs around scaffolding academic versus social-emotional, and behavioral support.
- Participants will explore ways to collect meaningful data to track progress to guide interventions.