About the course
The United States is experiencing a multi-faceted collective stress-inducing experience — a pandemic, a profoundly disrupted economy, a persistent racial injustice crisis, and a deepening political divide. All of this is playing out in our in-person and virtual classrooms and it's taken a toll on our educators and their students.
Schools are in a unique position to provide the care and support that could prevent collective trauma. Schools that prioritize what is needed now and in the aftermath of a collective stress-inducing experience will build resilience for current students and future generations. Likewise, schools that prioritize student and staff social-emotional well-being will likely see a faster return to academic gains.
In this extended training course in The Regulated Classroom©, educators will engage in a deep dive of exploring and gaining awareness of the role of the autonomic nervous system in everyday teaching and learning in the classroom.
In this certificate program, educators will engage a novel approach to SEL (Social-Emotional Learning) in the classroom. This will be the initial step in becoming a trainer in The Regulated Classroom©.
Participants will gain a thorough understanding of stress and trauma through a somatosensory and Polyvagal lens and how it impacts physiological state functioning. The course will intend to prepare these educators to engage in practices and protocols of The Regulated Classroom© that increase self-awareness and the potential for collective synchrony and felt safety upon the return to in-person learning. All classes will be taught live online in order to increase the likelihood of experiencing a felt sense of safety.
Increase educator understanding of human health, behavior, and experience through Polyvagal Theory
Provide educators with practices, tools, and techniques for shifting physiological state;
Increase educators ability to access and track shifts in physiological state in self and students
Increase educators ability to recruit the realm of social engagement for increased cooperation, impulse control, and academic learning
Session #1, August 5th, 3:30-5:30 EDT : (120 minutes)
Understanding individual stress (ACES, trauma) and intergenerational trauma and how it impacts physiological resilience and one’s “window of tolerance.” This session will contrast event (e.g., ACES) and physiological/feeling (e.g., Polyvagal Theory) oriented strategies to understand and mitigate chronic stress as an individualized response.
Session #2, August 12th, 3:30-5:30 EDT: (120 minutes)
Exploring core concepts of The Polyvagal Theory (i.e. evolutionary perspective of the ANS, defense mobilization, neuroception, realm of social engagement, co-regulation, and auditory processing) and demystifying them for application in interpreting human behavior (i.e. mental health in schools, special education identification, colleague behavior, etc). The session will focus on the importance of cues of safety triggering, via neuroception, a calm physiological state that would foster positive social behavior and enhance learning.
Session #3, August 19th, 3:30pm-5:30pm EDT: (120-minutes)
Challenging the reign of behaviorism in schools: Common misconceptions about SEL (Social-Emotional Learning) and thwarting cognitive bias in SEL (social-emotional learning). This session will focus on the work of Dr. Mona Delahooke and Beyond Behaviors along with others pioneering this shift.
Session #4, August 26th, 3:30pm-5:30pm EDT: (120-minutes)
Shifting and noticing educator physiological state with Activators and Settlers of The Regulated Classroom©
Session #5, September 2nd, 3:30pm-5:30pm EDT: (120-minutes)
Recruiting the realm of social engagement through virtual and in-person practices
with Connectors and Affirmations of The Regulated Classroom©
Session #6, September 9th, 3:30pm-5:00pm EDT: (90-minutes)
Recruiting the realm of social engagement through virtual and in-person practices with classroom design (upregulating and downregulating tools and accessories for the classroom), somatic listening, prosodic speech, and sensory tools.
Session #7, September 16th, 3:30pm-5:30pm EDT: (120-minutes)
Widening the Window of Tolerance and promoting SEL (Social-Emotional Learning) with staff using the principles of The Regulated Classroom©
Session #8, September 23rd, 3:30pm-5:00pm EDT: (90 minutes)
Tier 2 and Tier 3 interventions with The Regulated Classroom©. In this session, participants will explore ways in which to apply the principles of The Regulated Classroom© in small group interventions and individualized accommodation plans. Additional resources will also be reviewed including Safe and Sound Protocol©, SMART™(Sensory-Motor Arousal Regulation Therapy), ARC™ (Attachment, Regulation, and Competency), NMT™(Neurosequential Model of Therapeutics), and Capeable SMART™ weight technology.
Emily Daniels, M.Ed, MBA, NCC
Lara is an educator, consultant, and national speaker on implementing ACEs science and trauma-informed practices into schools and communities. Her experience ranges from supporting individual teachers in the classroom to designing a trauma-informed schools pilot currently being implemented in 20 schools across the country.