The Regulated Classroom: "Bottom-Up" Trauma-Informed Teaching (Hancock, New Hampshire)

The Hancock Inn

ACEs Aware or Trauma-Informed?  Answering the, "Now, What?" question for educators...

The Regulated Classroom: "Bottom-Up" Trauma-Informed Teaching is an approach developed by Emily Read Daniels and her 20 years experience working effectively with vulnerable populations.  The approach is adapted from her training and experience with the principles of Somatic Experiencing™, Responsive Classroom™, Project Adventure™, and (MBSR) Mindfulness-Based Stress Reduction. 

Participants explore sensory tools and four kinds of classroom practices (connectors, activators, settlers, affirmations) that generate psychological safety and regulation in the nervous system - thereby diminishing fight, flight, or freeze behaviors.

The approach deepens educator self-awareness through the following concepts:

- The Nervous System (Sympathetic, Parasympathetic, Polyvagal)
- Fight, Flight, & Freeze Behaviors
- Regulation in the Nervous System - Cycles of Activation and Settling within the "Window of Tolerance" or "Range of Resilience"
- Dysregulation in the Nervous System and Challenging Behaviors
- Realm of Social Engagement & Co-Regulation
- The Role of Bottom-Up Processing to Quiet the Primitive Brain
- Breath, Movement, Touch, Smell - Limbic Brain Tools

An educator well versed in his/her capacity for self-regulation can assist his/her students in regulating their stress response.  

"Knowing thyself is the beginning of all wisdom." - Aristotle

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Hancock, NH

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