WEBVTT 00:28:40.000 --> 00:28:48.000 Good evening, everyone. I'd like to welcome you all to tonight's Hidden Sparks Without Walls presentation. 00:28:48.000 --> 00:28:56.000 My name is Deanna Stecker, and I'm a Hidden Sparks coach and host for tonight's webinar. I am so excited and grateful that. 00:28:56.000 --> 00:29:06.000 We have Inez Tiger with us this evening. to discuss cultivating resilience, tools for regulation and renewal for educators. 00:29:06.000 --> 00:29:14.000 As always, throughout the presentation. We highly encourage you to contribute your comments and questions via the chat. 00:29:14.000 --> 00:29:17.000 If you'd like the whole group to see your comment. 00:29:17.000 --> 00:29:24.000 Please be sure to chat to everyone. Otherwise, you can direct your question just to me to have your question addressed. 00:29:24.000 --> 00:29:28.000 A full recording of tonight's webinar will be available in about a week. 00:29:28.000 --> 00:29:33.000 We'll let you know when it's posted, and you can share it with friends and colleagues. 00:29:33.000 --> 00:29:43.000 While I introduce Inez, please pop your location in the chat so we can see where everyone is Zooming in from. 00:29:43.000 --> 00:29:46.000 Great. Inez, you can go to the next slide, please. 00:29:46.000 --> 00:29:56.000 Excellent. So, just a little bit about Hidden Sparks. Um, Hidden Sparks helps educators in Jewish day schools nurture the hidden spark within each student. 00:29:56.000 --> 00:30:08.000 Facilitating professional development to increase understanding and support. for the broad range of learners in the classroom. We offer all kinds of things, which many of you might be familiar with. 00:30:08.000 --> 00:30:18.000 Our Learning Lenses course, Coaching for teachers. A differentiating instruction course, and of course, these webinars. 00:30:18.000 --> 00:30:30.000 And now a little bit about Inez. Inez Tiger brings over 30 years of experience as an educator, school leader, and mental health professional. 00:30:30.000 --> 00:30:33.000 She has served as an elementary and middle school teacher. 00:30:33.000 --> 00:30:41.000 Counselor, principal, and most recently as Director of Wellness at the Pressman Academy in Los Angeles. 00:30:41.000 --> 00:30:49.000 Inez is a certified teacher of the Community Resilience Model, a practitioner of the Trauma Resiliency model. 00:30:49.000 --> 00:30:54.000 And a long-time facilitator and trainer in the practice of counsel. 00:30:54.000 --> 00:31:00.000 Specializing in self-regulation, somatic trauma healing, and the power of storytelling. 00:31:00.000 --> 00:31:05.000 Inez recently transitioned from her role as a school-based educator. 00:31:05.000 --> 00:31:15.000 to focus more deeply on healing and wellness. A collector of stories she finds meaning in listening to the resilience of students, parents, and teachers. 00:31:15.000 --> 00:31:23.000 As they navigate their school journeys. Originally from South Africa, Inez lives in Los Angeles with her husband. 00:31:23.000 --> 00:31:26.000 While her two adult children have launched into the world. 00:31:26.000 --> 00:31:32.000 She finds joy in art making, meaningful collaboration, and long walks with their dog chase. 00:31:32.000 --> 00:31:38.000 One of her guiding mottos comes from Maya Angelou. 00:31:38.000 --> 00:31:43.000 You did… But people will never forget how you made them feel. 00:31:43.000 --> 00:31:46.000 Inez, the floor is yours. 00:31:46.000 --> 00:31:51.000 Thank you, Deanna. Welcome, everyone, and thank you, Hidden Sparks. 00:31:51.000 --> 00:31:58.000 For inviting me to this wonderful opportunity. Um, just to give you an overview of the session. 00:31:58.000 --> 00:32:06.000 Um, I will be sharing with you this model, the community… The resiliency model, Chrome for short, which is from the Trauma Resource Institute. 00:32:06.000 --> 00:32:13.000 try to help support self-regulation, balance, and renewal. for you as an educator, as a human being. 00:32:13.000 --> 00:32:16.000 And I'll give you a little bit more about goals tonight. 00:32:16.000 --> 00:32:21.000 So let me tell you a little bit about, um, this model, the Community Resiliency model. 00:32:21.000 --> 00:32:26.000 It was conceived from the Trauma Resource Institute's international work. 00:32:26.000 --> 00:32:35.000 and develop more fully. from a state of California mental health services act project in 2013. It was designed and created. 00:32:35.000 --> 00:32:44.000 And developed by Elaine Millacaraz, social worker. from her, um… her wonderful vision and creativity and innovation. 00:32:44.000 --> 00:32:47.000 And from her travels from all over the world. 00:32:47.000 --> 00:32:54.000 And they conceived the model, and they wanted to… she wanted to create a biologically-based model of intervention. 00:32:54.000 --> 00:33:01.000 Based on cutting research about the brain so that it could be easily accessible, transportable, affordable. 00:33:01.000 --> 00:33:13.000 and adaptable to humankind. So here's what we're going to look at tonight. These are my goals, please go out, we do all of them. But first of all, self-care. I know as educators. 00:33:13.000 --> 00:33:19.000 We go to workshops, and the first thing we do is we listen, and then we want to think about the application for the classroom. 00:33:19.000 --> 00:33:23.000 Tonight, I invite you to just take it in for yourself. 00:33:23.000 --> 00:33:26.000 These are skills and tools that you can use. 00:33:26.000 --> 00:33:34.000 For your well-being. Particularly at this time of the year in November, we're coming up on Thanksgiving, there's student learning conferences, people are getting sick. 00:33:34.000 --> 00:33:39.000 And they can just see Hanukkah around the corner and can barely make it to the end. 00:33:39.000 --> 00:33:50.000 And so, our well-being is even more privileged. to be… to be honest tonight. So to… I'm going… To leave you with at least 3 basic wellness skills you can take into your life tonight. 00:33:50.000 --> 00:33:54.000 And to use these skills during your tasks of daily living, at home, at work, at play. 00:33:54.000 --> 00:33:59.000 You're becoming a crumb guide tonight. By the end of the session. 00:33:59.000 --> 00:34:05.000 Please, God, you can start to take these into your life, and I'll give you some more skills as well, and start to share them with others. 00:34:05.000 --> 00:34:10.000 And the goal for sure to really highlight that the mind and body can heal. 00:34:10.000 --> 00:34:19.000 I'll give you a little bit of neuroscience tonight to show you how to understand the mind and body reactions to traumatic or stressful experiences. 00:34:19.000 --> 00:34:26.000 So before we start with any session, first of all, I just wanted to remind you, like Deanna said, it is interactive tonight, and I invite. 00:34:26.000 --> 00:34:34.000 you to really interact in the chat. And if you have questions, to write them down, keep them with you. I'm going to save the last 10. 00:34:34.000 --> 00:34:39.000 15 minutes or so to really address a lot of your questions. All right. 00:34:39.000 --> 00:34:45.000 So let's begin with resourcing. What or who uplifts you? What or who gives you strength? 00:34:45.000 --> 00:34:51.000 And what or who gets you through hard times. As you think about one of these questions. 00:34:51.000 --> 00:34:59.000 I want you to notice. in your body, what do you know, what you're observing when you think about one of your answers, what sensations you may sense. 00:34:59.000 --> 00:35:03.000 What you're feeling, and I invite you to put them into the chat. 00:35:03.000 --> 00:35:08.000 And Diana will read them as they come in. So, water who uplifts you. 00:35:08.000 --> 00:35:14.000 Waterhu gives you strength? And Waterhu gets you through hard times. 00:35:14.000 --> 00:35:43.000 Take a moment to enter that. 00:35:43.000 --> 00:35:49.000 spending time with family, especially grandkids, family. My spouse and mum. 00:35:49.000 --> 00:35:55.000 turning off and laying in my bed with my phone on Do Not Disturb. 00:35:55.000 --> 00:36:01.000 Learning and knowledge helps ground me. family, quiet time with a book. 00:36:01.000 --> 00:36:10.000 silence and reading, helping others. being with family, work besties, music, art therapy, friends, co-workers, quiet time. 00:36:10.000 --> 00:36:16.000 doing something enjoyable. These are beautiful resources. 00:36:16.000 --> 00:36:26.000 So as you notice them. as you sang them, just notice in your body. 00:36:26.000 --> 00:36:33.000 So what I want to share with you about these 6 wellness skills that I'm going to share at least 5 with you tonight as we get through. 00:36:33.000 --> 00:36:43.000 is that we all have a nervous system. Learning to regulate the nervous system through the Community Resiliency Model Wellness Skills can be life-changing. 00:36:43.000 --> 00:36:59.000 As people learn to bring their own systems. back into balance, and then share these skills with their family and communities. 00:36:59.000 --> 00:37:12.000 And these skills can become a common language. Um, CRM has been used across cultures, different. 00:37:12.000 --> 00:37:25.000 Rules of distress and sensations of well-being. A resiliency can expand by learning simple wellness skills, and the result is feeling greater balance in your mind, in your body, and your spirit. And this we have found to be true. 00:37:25.000 --> 00:37:28.000 community, your lifespan, we all have a nervous system. 00:37:28.000 --> 00:37:33.000 And so it can be shared even with individuals who have low literacy rates, or with children who have not learned how to read and write, so pre-verbal. 00:37:33.000 --> 00:37:38.000 Learning to read the nervous system is a human skill, regardless of literacy level. 00:37:38.000 --> 00:37:46.000 And it can be used across the lifespan. A well-attuned parent can help to regulate the immature nervous system of infants. 00:37:46.000 --> 00:37:52.000 And children can learn the skills as well as adults, and the oldest person we found who learned the skills was 104. 00:37:52.000 --> 00:38:04.000 So, it has been practiced across many, many. communities. So I want to take you into the mind shift, the perspective shift that we invite you to have, and I know for many of us as educators, we grew up. 00:38:04.000 --> 00:38:17.000 with a conventional assumption. perhaps our teachers told us this. 00:38:17.000 --> 00:38:23.000 Meaning, we look below the surface of the iceberg. People are suffering, people need to learn how trauma impacts a child and a. 00:38:23.000 --> 00:38:27.000 Dart's development, and so we ask ourselves, what happened to you? 00:38:27.000 --> 00:38:33.000 Why are you acting out that way? What's happened in your life that you would choose those behaviors, or that's happening to you? 00:38:33.000 --> 00:38:38.000 Then we're moving into more of a resiliency-informed perspective. 00:38:38.000 --> 00:38:45.000 We know that people are resilient. The brain can rewire. People need to learn how skills of well-being can be cultivated, and how they can reduce suffering. 00:38:45.000 --> 00:38:50.000 So we want to ask ourselves, what is right about you? What are your strengths? What. 00:38:50.000 --> 00:38:56.000 is in your toolbox, in your frame of reference, in your life that is helping you to navigate this moment. 00:38:56.000 --> 00:39:01.000 And then, ideally, through becoming a community resiliency guide. 00:39:01.000 --> 00:39:08.000 you start to think about trauma resiliency-informed, meaning. We know that with the neuroplasticity of the brain. 00:39:08.000 --> 00:39:16.000 People can change and grow. People can learn to read their nervous systems to build resiliency in themselves and others, so the more I know. 00:39:16.000 --> 00:39:19.000 how my body operates in this moment, the more I have. 00:39:19.000 --> 00:39:22.000 a cultivation of skills that can help my body. 00:39:22.000 --> 00:39:29.000 So people can also learn that empathic listening to another's trauma or stress leads to a balanced nervous system. 00:39:29.000 --> 00:39:35.000 That's that co-regulation that is the superpower of teachers. So I'll talk a little bit more about that. 00:39:35.000 --> 00:39:44.000 So let's begin with the foundation. Let's look at what is the essence of the community resiliency model, and I'll use this graph. 00:39:44.000 --> 00:39:51.000 I want you to think of your zone of well-being like this. Say there are two lines in a graph. 00:39:51.000 --> 00:39:56.000 And in between, you'll see there, is a line moving, meaning. 00:39:56.000 --> 00:40:02.000 When you are in the zone, the kids a lot of times say the okay zone, right? So when you're in your okay zone. 00:40:02.000 --> 00:40:07.000 You are navigating life's ups and downs, right? You are. 00:40:07.000 --> 00:40:14.000 You know, it's not a happy zone, right? It's a state, a well-being in your mind and your barn, and you're able to handle the stresses of life. 00:40:14.000 --> 00:40:23.000 You can be annoyed. Or even angry. But you do not feel like you will lose your head, right? You can be sad, but not feel like you'll be washed away. 00:40:23.000 --> 00:40:31.000 by the river of life and sorrows. When you are in the resilience zone, you can manage the ups and the downs of life. 00:40:31.000 --> 00:40:38.000 And you're in your best self. It's not your happy self, it's just a self where you are cultivating your well-being to navigate. 00:40:38.000 --> 00:40:43.000 the ups and downs of life. And notice that the resilience zone is like a wave. 00:40:43.000 --> 00:40:50.000 Because you can sometimes have higher stresses during the day, and when you're calmer, there is an ebb and a flow. 00:40:50.000 --> 00:40:54.000 And the challenges as you're going through your day is to be aware of. 00:40:54.000 --> 00:41:02.000 where I am in my zone, so that I can stay there to cultivate that sense of well-being. 00:41:02.000 --> 00:41:06.000 But life happens, right? You'll see that red. 00:41:06.000 --> 00:41:11.000 Firestorm there is the stress, the stress of life. You wake up in the morning, the alarm didn't go off. 00:41:11.000 --> 00:41:16.000 Now you're in your car and there's traffic. This can bump someone out of their zone. 00:41:16.000 --> 00:41:18.000 And they can get up into the high zone. 00:41:18.000 --> 00:41:23.000 Right? You may see some mania, some anxiety and panic, some anger, some outbursts. 00:41:23.000 --> 00:41:27.000 Or you may get bumped down into your low zone. 00:41:27.000 --> 00:41:33.000 And you may see some depression, or sadness, or isolation, exhaustion, fatigue, numbness. 00:41:33.000 --> 00:41:41.000 How many of us… I'm not going to ask you to put this in the chat, are going up into a high zone and down into our low zone. 00:41:41.000 --> 00:41:46.000 Even within a day, it is completely normal to be navigating like that. 00:41:46.000 --> 00:41:54.000 The idea is that we cultivate a wide resilience zone to navigate the ups and downs, because when we get stuck. 00:41:54.000 --> 00:41:57.000 Right? If you get stuck in your high zone. 00:41:57.000 --> 00:42:06.000 for a couple of days, even, where you cannot, and you're in the anger, or you're in that anxiety, and you cannot get back into your okay zone. 00:42:06.000 --> 00:42:13.000 We know that the stress hormone of cortisol is released. We may feel some symptomatic pains in our bodies. 00:42:13.000 --> 00:42:19.000 And it is really hard, it feels like our prefrontal cortex, the part of our brain that is. 00:42:19.000 --> 00:42:25.000 thinking and control is offline, and we cannot manage. Similarly, stuck in the low zone. 00:42:25.000 --> 00:42:30.000 We may have such a low energy of sadness that lasts for a few days, and it is hard. 00:42:30.000 --> 00:42:38.000 to manage our life. Not that it's not acceptable, what it is, is we know that. 00:42:38.000 --> 00:42:42.000 thing to be in your body, right? Adversity is. 00:42:42.000 --> 00:42:50.000 happens to all of us, and the goal in teaching ourselves is, how do I get back into that zone of well-being, into that okay zone? 00:42:50.000 --> 00:42:56.000 And so, especially when you're working in a school setting, you can be up and down, in and out of that zone all day long. 00:42:56.000 --> 00:43:02.000 And how do you find tools. And, um, skills to navigate. 00:43:02.000 --> 00:43:09.000 So, that you can see at the top is a narrow resilience zone, so that you'll find. I'm sure we've been there, especially. 00:43:09.000 --> 00:43:12.000 when we were in COVID, especially during October 7th. 00:43:12.000 --> 00:43:19.000 All these moments in our lives where we find out resilience zones so thin and narrow that anything can bump us out. 00:43:19.000 --> 00:43:25.000 But the more we cultivate tools of well-being, the more that the zone. 00:43:25.000 --> 00:43:33.000 has more capacity. Ideally, we have a higher capacity to navigate life stresses, and that's the goal, is how can we increase. 00:43:33.000 --> 00:43:41.000 that resiliencer. So let's do a little bit of neuroscience around what's happening to us in our body. 00:43:41.000 --> 00:43:50.000 The neuroplasticity of our brain is that. Neurons that fire together wire together, and ideally. 00:43:50.000 --> 00:43:54.000 What happens is that a mirroring neuron is a neuron that fires both when a person takes an action. 00:43:54.000 --> 00:44:00.000 And someone else observes it. So if I suddenly started yawning right now, I imagine some of you would start yawning. 00:44:00.000 --> 00:44:04.000 If I started crying, some of you might start getting tears. 00:44:04.000 --> 00:44:10.000 Because what happens in… when we are connected, because we are connected beings, when we're connected with someone. 00:44:10.000 --> 00:44:17.000 My nervous system, if I've downregulate calm, will down-regulate the calm, hopefully, to you if you bumped out of your zone. 00:44:17.000 --> 00:44:32.000 And so the mirror neurons mirror each other's behavior. I don't know if you've ever been around someone who maybe bumped out of their zone in the high zone, and they may be anxious, and you can feel the energy, and you may have been calm, and now you're starting to get activated. It can do that. 00:44:32.000 --> 00:44:39.000 However, if you down-regulate, and down-regulate your calm, it can actually shift theirs, right? 00:44:39.000 --> 00:44:45.000 And so that co-regulation that we have as educators in the classroom is so powerful. 00:44:45.000 --> 00:44:52.000 If and when our capacity is really full. If our resilience zone is very low. 00:44:52.000 --> 00:44:55.000 Our mural neurons can activate that dysregulation as well. 00:44:55.000 --> 00:44:59.000 And so, the power of the neuroscience of our brain. 00:44:59.000 --> 00:45:06.000 to remember that we can. affect someone else's behavior is really powerful as we think of these wellness skills. 00:45:06.000 --> 00:45:12.000 So here you can see a person in their okay zone can create a positive feedback loop with their well-being. 00:45:12.000 --> 00:45:16.000 And which influences others, helping them to achieve a state of balance. 00:45:16.000 --> 00:45:21.000 And this interconnectedness, facilitated by mirror neurons, can lead to healthier. 00:45:21.000 --> 00:45:24.000 And more supportive relationships and that's why I said. 00:45:24.000 --> 00:45:28.000 As an educator, your superpower is your nervous system. 00:45:28.000 --> 00:45:32.000 So if you are well-resourced, and you have all these. 00:45:32.000 --> 00:45:37.000 tools of well-being, you have the ability to shift the energy in the room. 00:45:37.000 --> 00:45:41.000 And so, except when you are completely bumped out, you can't. 00:45:41.000 --> 00:45:48.000 So a lot of what I'm teaching you tonight is how to do this with each other as colleagues before we start working with students. 00:45:48.000 --> 00:45:55.000 So let's do our first activity. I invite you right now to take a moment and to think about where you are at 8.30 tonight on. 00:45:55.000 --> 00:46:01.000 November 19th. In your zone? Are you in your okay zone? 00:46:01.000 --> 00:46:05.000 Or do you feel a little bit bumped out, edging up to the high zone? 00:46:05.000 --> 00:46:08.000 Do you feel that you're down in your low zone? I invite you to put that in the chat. 00:46:08.000 --> 00:46:14.000 Just to get a sense of where you are right now. 00:46:14.000 --> 00:46:20.000 As you think about your well-being and your state. 00:46:20.000 --> 00:46:26.000 I'm in my okay zone, low zone. Okay zone, lower end of okay zone. 00:46:26.000 --> 00:46:44.000 Okay, okay, low. Okay. 00:46:44.000 --> 00:46:47.000 And notice I invite you, as we go through the workshop. 00:46:47.000 --> 00:46:59.000 where your zone is by the end. Just to notice that, all right. 00:46:59.000 --> 00:47:07.000 in your okay zone. I imagine many of you might have been in your low zone just coming to a webinar, so… Um, just notice that as well. 00:47:07.000 --> 00:47:14.000 Okay. So, let me get into the skills. Here we go. The three basic skills and help now. 00:47:14.000 --> 00:47:18.000 As you know, I'm sure you've heard this as an educator, you must put your mask on first, right? 00:47:18.000 --> 00:47:24.000 So, applying your resiliency mask first is key in any moment with. 00:47:24.000 --> 00:47:29.000 whenever you're at school, in your home, in your life, because we know that if our zone is too low, we cannot help anyone else. 00:47:29.000 --> 00:47:37.000 And so often when I'm teaching or when I'm at school and I'm around, I'm constantly wondering where I'm navigating my own zone. 00:47:37.000 --> 00:47:44.000 And if I find that my zone is really thin, I will bring in a skill so that I can have more capacity to be there for others. 00:47:44.000 --> 00:47:56.000 And I put you, if you notice a child being bumped out of their resilience zone, pause and help them with skills that cultivate well-being. Not yet. This is for you. But in… as you start using them. 00:47:56.000 --> 00:48:01.000 you'll start to see, is this child dysregulated? Are they in their high zone, low zone, and what skills can I. 00:48:01.000 --> 00:48:12.000 is to help them to get back in. And so, I just want to give you an overview of the 6 skills. I'm going to teach you tracking, that's in the palm of your hand, because that's the basis of all the skills. 00:48:12.000 --> 00:48:18.000 Then I'll teach you… I'll teach you resourcing tonight, and I'll teach you grounding, and I'm going to show you the help now. 00:48:18.000 --> 00:48:22.000 We may not get to gesturing in shift and stay, which is okay. 00:48:22.000 --> 00:48:27.000 And guess what? There is a free app. Here we go, the iChill app, so you can download it. 00:48:27.000 --> 00:48:33.000 Um, I work closely, obviously, I'm a trainer for the Trauma Resource Institute, and during October 7th. 00:48:33.000 --> 00:48:36.000 We were working a lot with Israel and a lot with. 00:48:36.000 --> 00:48:40.000 Um, Hebrew speakers, and so they're translated in Hebrew as well. 00:48:40.000 --> 00:48:44.000 So it is in English, Arabic, Spanish, Hebrew, and Ukrainian. 00:48:44.000 --> 00:48:50.000 Um, and you'll actually hear Elaine Miller's voice taking you through all the skills. And it's a great app because it goes. 00:48:50.000 --> 00:48:56.000 You start off, what's your zoning, you put what your zone is, you do a skill, and then you check back in. What's my zone now? 00:48:56.000 --> 00:49:00.000 So it's a really lovely way to practice the skills. 00:49:00.000 --> 00:49:04.000 Okay, so here's the basic three. Tracking, resourcing, grounding. 00:49:04.000 --> 00:49:09.000 So I'm going to take you through tracking. So, what is tracking? 00:49:09.000 --> 00:49:14.000 As it says, tracking is learning to basically start having a GPS of your nervous system. 00:49:14.000 --> 00:49:20.000 A lot of us, um, our portals of thinking and feeling are really strong. 00:49:20.000 --> 00:49:23.000 Um, we tend to stay up here in our heads. 00:49:23.000 --> 00:49:28.000 all our emotional literacy is really strong. What are you feeling? 00:49:28.000 --> 00:49:36.000 But same thing, same thing is something a lot of us are not raised with in terms of vocabulary and learning about sensing. 00:49:36.000 --> 00:49:44.000 The occupational therapist, this is their field, they are all in the interreception of the body. What are the sensations on the inside, right? 00:49:44.000 --> 00:49:50.000 And so, thinking about the doorway of yourself. and your students. Thinking about what? 00:49:50.000 --> 00:49:56.000 How do I tend to be… sense the world? Do I tend to go in through sensing through my mind? 00:49:56.000 --> 00:50:03.000 Or do I tend to go through my body, my nervous system? 00:50:03.000 --> 00:50:10.000 I think from that aspect, or do I tend to go in through my heart, meaning feelings, and sensing from that way? 00:50:10.000 --> 00:50:15.000 So here's what tracking is telling you. Tracking is noticing or paying attention. 00:50:15.000 --> 00:50:22.000 to what is happening inside your body at. the present moment. So, what you're going to be doing is I'm going to be taking you through a tracking exercise. 00:50:22.000 --> 00:50:27.000 is determining if the sensation inside your body is pleasant. 00:50:27.000 --> 00:50:36.000 Unpleasant or neutral. And then we're going to learn to stay with the sensations that are pleasant or neutral. What do we notice on the inside? 00:50:36.000 --> 00:50:39.000 You know when this is really evident is when you go to the doctor. 00:50:39.000 --> 00:50:44.000 And the doctor says, tell me about the pain. You don't give the pain feelings, oh, it's a sad pain, or it's a happy pain. 00:50:44.000 --> 00:50:50.000 He typically… the doctor's asking for, how would you describe that pain? And you might say. 00:50:50.000 --> 00:50:57.000 It's jittery, or it's warm, or it's soft. Those are sensation words. 00:50:57.000 --> 00:51:04.000 So, what we're doing is we're inviting you to increase your body literacy. What am I sensing on the inside? 00:51:04.000 --> 00:51:12.000 So that's what tracking is. And when you're tracking the autonomic nervous system, what you're doing is… let me explain both of you. 00:51:12.000 --> 00:51:22.000 both sides of the autonomic nervous system. We have two parts. There is the sympathetic, which is the part of the nervous system in the brainstem, which is preparing for action. 00:51:22.000 --> 00:51:26.000 If a bear walked into my room right now, right? 00:51:26.000 --> 00:51:30.000 I will do one of four things. I'm either gonna freeze or flee. 00:51:30.000 --> 00:51:34.000 Or fight, or form. I'm going to tend and befriend the bear. 00:51:34.000 --> 00:51:40.000 And my body is operating purely bottom-up from sensations, and so it has to escape. 00:51:40.000 --> 00:51:45.000 or freeze, it has to do something in order to protect itself. 00:51:45.000 --> 00:51:54.000 And so what'll happen is my breathing rate will increase, or my heart rate, and I will stop digesting, and my mouth will go dry, the saliva will dry, because the body is getting ready. 00:51:54.000 --> 00:51:58.000 to protect itself by escaping or fighting or fleeing. 00:51:58.000 --> 00:52:04.000 Once the bear's left, and I'm in a calmer state, now the parasympathetic, think of a parachute. 00:52:04.000 --> 00:52:13.000 The parasympathetic kicks in. And my breathing rate slows down, heart rate slows down, blood pressure comes down, you may find yourself releasing. 00:52:13.000 --> 00:52:19.000 energy, and then the digestion comes in. Alright, so that's when you're tracking your nervous system. 00:52:19.000 --> 00:52:27.000 Now, you might say, well, when would I be using this? Well, think about someone who activates you, that child who activates you, a partner who activates you. 00:52:27.000 --> 00:52:34.000 You'll notice sensations in your body kicking in when you're feeling that stress. Some of us, I mean, I live in LA. 00:52:34.000 --> 00:52:40.000 And so, some people just get in the car on the way to work and are activated by the traffic. And they'll notice it by saying. 00:52:40.000 --> 00:52:48.000 my heart rate increases, I'm holding the steering wheel tighter. That's tracking your nervous system. And when we taught this to students, I've taught. 00:52:48.000 --> 00:52:52.000 Um, the neuroscience to 5-year-olds all the way to 8th graders. 00:52:52.000 --> 00:52:55.000 Some of them would come and say, you know what, my hands are sweaty. 00:52:55.000 --> 00:52:58.000 My heart rate's increasing and my tummy is tight. 00:52:58.000 --> 00:53:03.000 And I need a fidget, because I'm really activated by this right now. 00:53:03.000 --> 00:53:09.000 And that's teaching you how to track your nervous system, like, really knowing what's going on on the inside. 00:53:09.000 --> 00:53:14.000 Because we know what we pay attention to grows. If we focus. 00:53:14.000 --> 00:53:23.000 Our mind and our body and us, and our sensations, and our attention on those of the sensations that are pleasant, they will grow. 00:53:23.000 --> 00:53:28.000 The brain likes to default to the negative, so if we pay attention to the negative. 00:53:28.000 --> 00:53:35.000 It will increase those negative. Um, sensations and feelings. So we are training the nervous system. 00:53:35.000 --> 00:53:40.000 to focus on that, which is neutral or pleasant. 00:53:40.000 --> 00:53:45.000 And I like this line because the study that was done in Finland, what they did is they asked people. 00:53:45.000 --> 00:53:57.000 to color in. Where they are sensing these feelings and sensations in their body. And it's interesting because the anger, if you look, say, for example, at the anger and the happiness, and the love. 00:53:57.000 --> 00:54:02.000 A lot of it is in the head, and the chest, and it's the same color. And you might say. 00:54:02.000 --> 00:54:06.000 Well, I thought anger would be in just the body, or in the legs. 00:54:06.000 --> 00:54:17.000 What we're realizing is that. our life experiences, including our thoughts and feelings, have a corresponding sensation within the body, and they are. 00:54:17.000 --> 00:54:23.000 on the perception of the person. Meaning, it's not universal and widely. 00:54:23.000 --> 00:54:30.000 organized around what people say it should be. It's what I believe it. So for someone who says, when I'm angry, my hands get hot, and someone else says. 00:54:30.000 --> 00:54:34.000 Actually, I just feel that anger in my chest. It's not right or wrong. 00:54:34.000 --> 00:54:39.000 It's what is working for that person. So this really shows us that it's biology. 00:54:39.000 --> 00:54:46.000 And that it is… showing that people are relating to what's going on on the inside of their. 00:54:46.000 --> 00:54:53.000 Nervous system. So let's look at the part that is showing us how do we know what we're tracking. 00:54:53.000 --> 00:54:57.000 So the insula, I want to focus on this part of the brain. 00:54:57.000 --> 00:55:06.000 The insula, this is looking at that interreception, that's understanding what the sensations are on the inside. 00:55:06.000 --> 00:55:13.000 The insulin is the part of the brain that tells the body and the mind to communicate with another. So, for example, if you went outside. 00:55:13.000 --> 00:55:19.000 And it was cold. How would you know it's cold? The insular would tell the body. 00:55:19.000 --> 00:55:33.000 Are we getting tingles? Uh, the hair is standing up, the body feels like it's, it's shaking, go in… sign and put a sweater. It communicates to the medial prefrontal cortex to take action. 00:55:33.000 --> 00:55:39.000 To keep the body in a state of internal balance. If we didn't have that insula, we wouldn't be able to sense our bodies. 00:55:39.000 --> 00:55:45.000 We would not know. It's hot, it's cold. I'm jittery, I'm upset. We wouldn't know that. 00:55:45.000 --> 00:55:53.000 So what we're trying to do is we're trying to increase body awareness. And the more body awareness we know, it can reduce impulsivity. 00:55:53.000 --> 00:56:03.000 and promote emotional regulation and clearer thinking. So you might say, well, how does that work? So just as that example I said, I had a third grader come to me, exactly this, and say. 00:56:03.000 --> 00:56:08.000 I noticed that in my hands are sweating. They're really hot, and I'm starting to get a headache. 00:56:08.000 --> 00:56:19.000 Tell me more, I said. She said, I'm really upset. I had an argument with my mom on the way to school, and I can't stop thinking about it. I said, okay, what do you need? I need to go for a walk and drink some water. 00:56:19.000 --> 00:56:24.000 Okay, let's go do that. Drank some water, we walked, we talked a little bit. 00:56:24.000 --> 00:56:28.000 What do you notice now on the inside? She said, my hands are not as warm, and they're not sweating as much, okay? 00:56:28.000 --> 00:56:32.000 Just drink some more water. What do you notice as you're drinking the water? 00:56:32.000 --> 00:56:38.000 I'm feeling a little bit more calmer. And so we talked through it, but do you notice that it was not just from. 00:56:38.000 --> 00:56:42.000 The thinking senses, it was from the sensations of her body. 00:56:42.000 --> 00:56:47.000 And so the more we know about the sensations that are happening on the inside of our body. 00:56:47.000 --> 00:56:52.000 Then, to think about what skill we need, then we can process, because as I said. 00:56:52.000 --> 00:57:00.000 When we bumped out of our zone, we are all sensations. We cannot think in that right mind. 00:57:00.000 --> 00:57:07.000 So when we learn to… when we can learn to tell the difference between sensations of distress and sensations of well-being. 00:57:07.000 --> 00:57:10.000 We can begin to make a choice. That's why this is very empowering. 00:57:10.000 --> 00:57:16.000 So once I notice some sensations that are happening, I'm feeling upset in my body, I'm angry, it's hot. 00:57:16.000 --> 00:57:20.000 I have a choice. What skill can I use? 00:57:20.000 --> 00:57:25.000 That can bring me to… A place of well-being, feeling calm and less tension, and cool down. 00:57:25.000 --> 00:57:29.000 It's giving you that impassee to the students, they're becoming the CEOs of their wellness. 00:57:29.000 --> 00:57:35.000 Because the more they know about what to do next, the more that the tools are available. 00:57:35.000 --> 00:57:43.000 Now, I do want to caution, for some people, even sensing pleasant or neutral sensations can spark unpleasant, even painful sensations. 00:57:43.000 --> 00:57:48.000 And so we always say, stay one step behind, always give people a choice. 00:57:48.000 --> 00:57:53.000 We invite you to share. So if learning sensory language is too distressing. 00:57:53.000 --> 00:57:59.000 Give the person choice to stop learning the skills, and we can do another skill. 00:57:59.000 --> 00:58:08.000 So, I'm going to give you this vocab right now, because a lot of us were not raised on sensation language. We were raised on a lot of emotional language, right? 00:58:08.000 --> 00:58:14.000 So these are sensation words, cold, hot, warm, spicy, thick, firm, gentle. 00:58:14.000 --> 00:58:20.000 And here's what I'm gonna do. I'm going to invite you to do this exercise with me. We're going to track now. 00:58:20.000 --> 00:58:29.000 If you could project… I can't see you, so I invite you to do it anyway, to put your hands together, and we're going to rub fast. Rub, rub, rub, rub, rub. 00:58:29.000 --> 00:58:33.000 really fast. Go, go, go, go, go, go, go, go. 00:58:33.000 --> 00:58:41.000 And then, stop. And just notice what sensations you are sensing in your hands. 00:58:41.000 --> 00:58:48.000 And now, if you could take your hands and write it in the chat. Or Diana, if you wanted to come off mute and just tell me what you're sensing. 00:58:48.000 --> 00:58:55.000 Definitely warmth. I see some people writing that also. A little tingliness. 00:58:55.000 --> 00:58:59.000 Cool, cool, yeah. Thankfully, yeah? Yeah. 00:58:59.000 --> 00:59:00.000 Let's see what people are tingling, cold, twitching, heat. 00:59:00.000 --> 00:59:04.000 Yeah. 00:59:04.000 --> 00:59:09.000 Warm, tingling. There you go. You just tracked. What you just did was tracking. 00:59:09.000 --> 00:59:18.000 So really sensing what's happening in the body. And a lot of times, I'll give you one, um, way to help kids track. 00:59:18.000 --> 00:59:23.000 Or even for yourself, is they take a bet, like a brown pepper bag, and put a bunch of objects in. 00:59:23.000 --> 00:59:28.000 And then you invite them to, you know, not eyes closed, but close a bag. Put your hand in. 00:59:28.000 --> 00:59:34.000 and try and describe the object just with sensation language, right there, alright? 00:59:34.000 --> 00:59:38.000 A lot of you may work with students and teaching them about the five senses. Just tell me what you smell. 00:59:38.000 --> 00:59:44.000 Tell me what you see, tell me what you taste, using sensation language, not feeling language. 00:59:44.000 --> 00:59:54.000 That's basically tracking. Alright, so that's… The main skill we do every single skill through tracking. So I'm going to teach you another skill now. 00:59:54.000 --> 01:00:08.000 So we just did the hand rubbing. Now I'm going to teach you resourcing. 01:00:08.000 --> 01:00:16.000 A favourite sport, an animal, one's family, a game, faith, a movie, a singer, a TV show, music, pray. 01:00:16.000 --> 01:00:23.000 Remembering an act of generosity or kindness. And when the resource and its details are brought into consciousness. 01:00:23.000 --> 01:00:27.000 And awareness with intention, it can result in an embodied sense of well-being. 01:00:27.000 --> 01:00:31.000 So, once again, it is a person, a place. 01:00:31.000 --> 01:00:36.000 It brings your body peace. joy and calm. So, thinking about it. 01:00:36.000 --> 01:00:40.000 It could be something you smell. It could be something you see. 01:00:40.000 --> 01:00:49.000 Something you touch, something you taste. It could be people, places, sound, anything that brings your body that sense of joy. 01:00:49.000 --> 01:01:03.000 peace or calm. That's a resource. Now, a discussion of a research… we're actually going to bring up a resource for each of you. So, discussion of a resource can sometimes shift our… A lot of pleasant sensations, and into difficult memories. 01:01:03.000 --> 01:01:06.000 Or uncomfortable body sensations. This can be a common occurrence. 01:01:06.000 --> 01:01:12.000 acknowledge the shift. You might be asking someone about their resource, and you notice the tears. 01:01:12.000 --> 01:01:23.000 Right, they might bring up a loved one. Someone who's died, an animal, anything that brings a lot of, um, either sweet tears or salty tears, you just notice it. 01:01:23.000 --> 01:01:28.000 And gently invite awareness to more pleasant memories of the resource. So they might say. 01:01:28.000 --> 01:01:33.000 It's really sad for me to talk about my cat, and so you might say, I invite you to. 01:01:33.000 --> 01:01:37.000 Bring up a memory when… The memory of your cat brought you a pleasant memory. 01:01:37.000 --> 01:01:44.000 So you're shifting that awareness. And invite the awareness to a part of the body that feels more comfortable or neutral. 01:01:44.000 --> 01:01:49.000 If this is too hard, ask if it would be helpful to think of a different resource. 01:01:49.000 --> 01:01:54.000 Because, as I say, some resources may not be able to bring them that sense of well-being. 01:01:54.000 --> 01:01:57.000 So we are going to do an activity now. 01:01:57.000 --> 01:02:01.000 you are going to bring up a resource, yours. So I'm going to take you through it. 01:02:01.000 --> 01:02:08.000 Um, I invite you to write about it. And then we're going to put it in the chat. All right, so here we go. 01:02:08.000 --> 01:02:12.000 So, take a moment to think about something that gives you a sense of calm. 01:02:12.000 --> 01:02:18.000 joy, peace, or comfort. It can be a memory, a person, a place. 01:02:18.000 --> 01:02:24.000 An animal, faith, and activity, or something about yourself that gives you strength or peace. 01:02:24.000 --> 01:02:30.000 Describe three things about it. So, for example, use your senses. Is there a comforting sound or smell? 01:02:30.000 --> 01:02:34.000 What we're doing is we're intensifying the resource now. 01:02:34.000 --> 01:02:46.000 So think about those 3 things about it. And as you think about this resource, notice what is happening on the inside. 01:02:46.000 --> 01:02:50.000 Other sensations pleasant? Unpleasant or neutral. 01:02:50.000 --> 01:02:56.000 Are there any changes in your breathing? Your heart rate, muscle tension. 01:02:56.000 --> 01:03:00.000 And stay with the sensations for at least 12 to 15 seconds. 01:03:00.000 --> 01:03:22.000 If the sensations are pleasant or neutral. Thinking about that resource… Stay with those pleasant or neutral sensations. 01:03:22.000 --> 01:03:27.000 And now I invite you. If you feel comfortable to share. 01:03:27.000 --> 01:03:32.000 Tell us about the resource that came to mind, that you brought. 01:03:32.000 --> 01:03:50.000 To your consciousness. 01:03:50.000 --> 01:03:56.000 Music makes me calm, pleasant, and relaxes me so I can get through a stressful situation. 01:03:56.000 --> 01:03:59.000 I use it a lot when planning my lessons. 01:03:59.000 --> 01:04:06.000 Reading a… e-book… Visualizing the beach. 01:04:06.000 --> 01:04:09.000 Friday night reading after the meal gives me energy through the week. 01:04:09.000 --> 01:04:15.000 The sound of waves at the ocean. The bison exhibit at the Bronx Zoo. 01:04:15.000 --> 01:04:22.000 Sounds of nature, birds chirping, animals walking. The beach. I love the smell and sound. 01:04:22.000 --> 01:04:27.000 Smell of a peach rose. calm, relaxing music, meditation. 01:04:27.000 --> 01:04:35.000 I often get stuck with visualization. Using resource intensification is a great idea. Using more than one sense. Yoga practice. 01:04:35.000 --> 01:04:40.000 Coffee outside early morning. These are beautiful, thank you. 01:04:40.000 --> 01:04:47.000 The beach creates a sense of calm, the water colours bring warmth, love, and peace to me, the beach with my family. 01:04:47.000 --> 01:04:56.000 Chicken soup. These are beautiful, thank you. Going on vacation, sense of freedom, calmness, peace. 01:04:56.000 --> 01:05:02.000 It's a lovely shower of resources. So there we go. So you learn tracking. 01:05:02.000 --> 01:05:09.000 And resourcing. And conversational resourcing. I added this slide because. 01:05:09.000 --> 01:05:16.000 I know you teachers, I know some of you are going to take this back to your classroom already, and so what you can do. 01:05:16.000 --> 01:05:24.000 I use a lot with children. Especially when someone's really upset. I will conversationally resource them. 01:05:24.000 --> 01:05:34.000 So I will say, perhaps they're talking about the animal or person, or whatever they went through that's really hard. So I might say, during other difficult times in your life. 01:05:34.000 --> 01:05:42.000 What will help get you through? Is there anyone or anything providing support for you right now? So they might say, well, my mommy always does it. Tell me more about your mom. 01:05:42.000 --> 01:05:46.000 Tell me more about it, or tell me about your grandma. Tell me about your aunt. 01:05:46.000 --> 01:05:49.000 And so what you're doing is you're having that nervous system. 01:05:49.000 --> 01:05:56.000 Ring up that resource. And then asking them, as you bring up your mom, what do you notice on the inside? Oh, I feel better. 01:05:56.000 --> 01:05:59.000 Where do you feel better? In my tummy, or in my chest, okay. 01:05:59.000 --> 01:06:03.000 So what you're doing is you're regulating that nervous system using the resource. 01:06:03.000 --> 01:06:13.000 And these questions can begin a dialogue to remembering that although a person may be suffering, there are ways to manage their life with their resources and connections to people. 01:06:13.000 --> 01:06:18.000 As people gently ask these strength-based questions, they often become more aware of the present moment. 01:06:18.000 --> 01:06:23.000 And so it's bringing that ability, especially if they're bumped out of their zone. 01:06:23.000 --> 01:06:27.000 Once you start resourcing and tracking, it can bring them back into their zone. 01:06:27.000 --> 01:06:34.000 And then you can ask more questions about what's happening in the present moment. 01:06:34.000 --> 01:06:42.000 Skill number 3, grounding. So, let's talk about grounding. For those of you who do yoga, I'm sure you know more about grounding. 01:06:42.000 --> 01:06:50.000 Um, it's the practice of being present with the Earth, with gravity, right? It's a gravitational security is the foundation. 01:06:50.000 --> 01:06:55.000 upon which we build our interpersonal relationships, that direct contact of the body. 01:06:55.000 --> 01:06:59.000 was something that provides support in the present moment. 01:06:59.000 --> 01:07:04.000 If our relationship to the Earth is not safe, then all other relationships do not develop optimally. 01:07:04.000 --> 01:07:09.000 When we are grounded, we have a sense of self in relationship to present time and space. 01:07:09.000 --> 01:07:14.000 And when we are grounded, we're not worried about the past or the future. We are here now. 01:07:14.000 --> 01:07:25.000 in our bodies in the present moment. So, I really want you to, um, understand that grounding is not for everyone. Not everybody likes it. 01:07:25.000 --> 01:07:31.000 And we want to give as much permission for people to ground whatever feels comfortable for their body. 01:07:31.000 --> 01:07:36.000 I'm sure you've seen in the classroom the kids who are moving, moving, walking, walking, walking. 01:07:36.000 --> 01:07:40.000 A lot of them are grounding. That's how they are regulating their nervous system. 01:07:40.000 --> 01:07:45.000 Some people like to do it lying down, some in water, some sitting, standing against a wall. 01:07:45.000 --> 01:07:52.000 any part of your body, a lot of them use fidgets. Fidgets are a way of grounding. Anything to bring that sense of presence to. 01:07:52.000 --> 01:07:58.000 the moment now. And then just some tips. Chairs are often not made for children or adults of shorter stature. 01:07:58.000 --> 01:08:04.000 So just to make sure you place books, backpack, a box under the feet so they can experience their feet making contact with the surface. 01:08:04.000 --> 01:08:10.000 They can keep issues on or off, whichever's more comfortable, so they can get that real sense of groundedness. 01:08:10.000 --> 01:08:16.000 And some children and adults who've experienced physical and emotional trauma may have difficulty with the skill of grounding. 01:08:16.000 --> 01:08:20.000 And so it can increase sensations connected to traumatic memory once again. 01:08:20.000 --> 01:08:25.000 choice, if a person senses, oh, this is not working for me, stop. 01:08:25.000 --> 01:08:28.000 Move on to another skill. We don't want to ever make someone. 01:08:28.000 --> 01:08:36.000 feel that they have to do it. So, I'm going to invite you. It's all very invitational. I'm going to take you through a branding experience. 01:08:36.000 --> 01:08:43.000 And so I invite you, your screens may be off already, they are, so… Um, I invite you to find a comfortable position. 01:08:43.000 --> 01:08:56.000 Sitting, lying down, standing, take your tongue. And you may open or close your eyes, or gaze softly down, whichever you prefer. 01:08:56.000 --> 01:09:00.000 And notice how your body is making contact with the surface. 01:09:00.000 --> 01:09:07.000 If you're sitting? Bring attention to your seat, making contact with the chair, the sofa. 01:09:07.000 --> 01:09:14.000 Now notice your legs. And then your feet making contact with a solid surface. 01:09:14.000 --> 01:09:21.000 Notice the sensations that are more pleasant to you or neutral within your body. Take your time. 01:09:21.000 --> 01:09:28.000 Notice your breathing. Your heart rate, your muscle relaxation. 01:09:28.000 --> 01:09:35.000 If you become aware of uncomfortable sensations. Bring your attention to places that feel neutral. 01:09:35.000 --> 01:09:42.000 Or more comfortable. And as you bring your attention to neutral or comfortable sensations. 01:09:42.000 --> 01:09:47.000 Notice any change. 01:09:47.000 --> 01:09:54.000 Let's spend about 12 seconds. Notice and sensations that are pleasant or neutral. 01:09:54.000 --> 01:10:07.000 Just scanning through your body. And noticing where they are. 01:10:07.000 --> 01:10:21.000 And as we get ready to end. Slowly scan your body, and bring your… Attention to all sensations that are pleasant or neutral. 01:10:21.000 --> 01:10:26.000 So, what did that feel like for your body? I invite you to put that in the chat. 01:10:26.000 --> 01:10:32.000 Pleasant, neutral, unpleasant, I didn't like it. I lacked anything. Anything around. 01:10:32.000 --> 01:10:46.000 What that felt like to practice the grounding. 01:10:46.000 --> 01:10:53.000 Pleasant, relaxing, calming. Not good. 01:10:53.000 --> 01:11:02.000 Calming, safe. 01:11:02.000 --> 01:11:11.000 Okay, thank you. Release. Yeah, and as I said, don't be surprised if someone says, I can't do this, this is too uncomfortable. It's fine. 01:11:11.000 --> 01:11:16.000 It's fine, it's what your body feels. That it knows is comfortable with. 01:11:16.000 --> 01:11:24.000 Okay. And sometimes I will use it conversationally. So, especially with students who are dysregulated or upset. 01:11:24.000 --> 01:11:29.000 Um, once we've got back into the okay zone, or as we're getting there. 01:11:29.000 --> 01:11:36.000 I might say, as we're walking. Can you notice, as your feet are walking on the ground, what are you noticing? 01:11:36.000 --> 01:11:42.000 In your body. Or can you notice how the chair's supporting your body? Find a comfortable position. What is most comfortable for you? 01:11:42.000 --> 01:11:44.000 Well, I just want to lie here on the floor, okay? 01:11:44.000 --> 01:11:47.000 As you're lying on the floor, what do you notice? 01:11:47.000 --> 01:11:52.000 Um, what sensations are pleasant or neutral in your body as you're lying on the floor. 01:11:52.000 --> 01:12:02.000 Right? Sometimes changing positions can help. If you want, as we talk, you can stand, sit in the chair, on the floor. So, just bringing that sense of groundedness. 01:12:02.000 --> 01:12:08.000 to people who… it could be helpful to regulate them back into their okay zone. 01:12:08.000 --> 01:12:11.000 And now I'm going to teach you help now. 01:12:11.000 --> 01:12:17.000 So when a person becomes stuck in the high zone or low zone, help now to reset now can be helpful. These are quick. 01:12:17.000 --> 01:12:22.000 These are very quick ones. I love them as an educator because I can use them quickly in the classroom. 01:12:22.000 --> 01:12:29.000 Or for myself, right? The skill is a way to quickly help move the nervous system back in the direction of the resilience zone. 01:12:29.000 --> 01:12:33.000 And we'll practice some of these and find out which of them are most helpful. 01:12:33.000 --> 01:12:36.000 So, I'm sure some of you already use these, right? 01:12:36.000 --> 01:12:39.000 Drink a glass of water, tea, or juice. I notice whenever I'm. 01:12:39.000 --> 01:12:49.000 speaking in front of people, or teaching from the class, I always have water next to me, because if I'm feeling that I'm getting a little bit activated, just drinking the water. 01:12:49.000 --> 01:12:54.000 completely relaxes me and calms me down, gets me back into that okay zone. 01:12:54.000 --> 01:13:04.000 Listening to sounds inside or outside, noticing vibrations. Counting down from 10 or 20. I do this a lot with students. A lot of them can count. 01:13:04.000 --> 01:13:06.000 And that will bring them back into their okay zone. 01:13:06.000 --> 01:13:10.000 Going for a walk, noticing your feet making contact to the ground. 01:13:10.000 --> 01:13:15.000 Looking around the room, naming 6 or more colors in your space. 01:13:15.000 --> 01:13:21.000 Noticing the temperature inside or outside. touching something inside or outside. 01:13:21.000 --> 01:13:26.000 This one, pushing hands or back against the wall. Kids love this, especially I was working with middle schoolers. 01:13:26.000 --> 01:13:30.000 The breath, we do… you'll notice we don't teach the breath. 01:13:30.000 --> 01:13:35.000 Because the breath does not work for everyone. And so a lot of times, I'd say, um. 01:13:35.000 --> 01:13:39.000 Let's use some mindfulness, and they say, what do you want from me? I'm breathing, it's not working. 01:13:39.000 --> 01:13:42.000 I said, okay, let's go push against the wall. 01:13:42.000 --> 01:13:50.000 And these are some of the strongest muscles in the body, and there is a big release when we push against the wall, or when we push back against the wall. 01:13:50.000 --> 01:14:00.000 And then notice your surroundings. So these, and you'll be getting the slides. These are ones that can work very quickly to bring that, okay, the person back into their okay zone. 01:14:00.000 --> 01:14:04.000 And I put this in as well. Um, these are great ways. 01:14:04.000 --> 01:14:10.000 to conversely resource someone. Can I get you a drink of water? Would it be helpful to go for a walk together? 01:14:10.000 --> 01:14:17.000 Sometimes it helps to get the… And did you have anxiousness out by pushing against the wall with our hands, or pushing our back against the wall? Do you want to do it with me? 01:14:17.000 --> 01:14:23.000 Sometimes it can help to look around the room and see what catches your attention. Is there a color you like, for example? 01:14:23.000 --> 01:14:30.000 when I'm not feeling like my best self, I found it helpful to remember time in my life that was better than this moment, so resourcing. 01:14:30.000 --> 01:14:35.000 If I'm really anxious, sometimes it helps me to count down from 20. Would you like to try it with me? 01:14:35.000 --> 01:14:39.000 I found this app called iChill, and I listened to it when I'm down or too anxious. 01:14:39.000 --> 01:14:44.000 You might want to think about using it when you're stressed or down. So, as you can see, these are quick ways. 01:14:44.000 --> 01:14:50.000 to bring that, um, resiliency zone. Back, I mean, bringing the well-being back there. 01:14:50.000 --> 01:14:58.000 I notice the time, and I want to make time for questions, so I'm not going to take you through all the Help Now skills, so I invite you to do those on your own. 01:14:58.000 --> 01:15:01.000 Um, I just wanted to quit this for you. 01:15:01.000 --> 01:15:07.000 Thinking about your own self-care plan. What are you doing in your life to widen your resiliency zone? 01:15:07.000 --> 01:15:12.000 If you found this crim skills helpful, how could you weave the skills into your daily routine? 01:15:12.000 --> 01:15:21.000 Which skills would be the most helpful? What specifically do you need to do differently to embark on a better self-care plan if you think yours needs improvement? 01:15:21.000 --> 01:15:28.000 And write a statement of encouragement to yourself, strengthening your resolve to improve your self-care. So I put that in just for you to think about. 01:15:28.000 --> 01:15:35.000 as you're thinking about what do I really do that helps me to widen my resilience zone? 01:15:35.000 --> 01:15:40.000 And then, if you think about your community, you know, as you take this back into your school. 01:15:40.000 --> 01:15:44.000 into your classroom. How could you use it in your community? 01:15:44.000 --> 01:15:52.000 What strength does your community have that would support bringing Scrim skills to more people? What challenges would you expect? Where can you start and with whom? 01:15:52.000 --> 01:15:55.000 The most ideal thing is to start with a colleague. 01:15:55.000 --> 01:16:00.000 And to tell your colleague about your results, I'll end with this little sweet story, and then I'll take questions. 01:16:00.000 --> 01:16:06.000 Um, I was working with a tech director, we were sitting at her desk, and the next minute she got this really. 01:16:06.000 --> 01:16:15.000 Um, tough email from a parent. And she got activated. She said, can you believe this? And she turned, and I know she loves cats. Cats are her resource. 01:16:15.000 --> 01:16:20.000 And as she's getting all activated about this email, I'm sitting next to her, I pulled up my phone. 01:16:20.000 --> 01:16:26.000 And I brought up some cats, and I held up my phone to her as she turned around, and I went, look here, she went. 01:16:26.000 --> 01:16:40.000 Look at those kitties! And she said. What is this voodoo you doing with me? It's not voodoo. And she goes, oh, I said, let's talk about the kitties. And we talked about the kitties, I could see her whole nervous system calm down and relaxed. 01:16:40.000 --> 01:16:42.000 And then I said, do you want to talk about the email now? 01:16:42.000 --> 01:16:50.000 And she said, did you just resource me? And I said, I sure did. I helped your nervous system get back into that state of well-being. 01:16:50.000 --> 01:16:55.000 that okay zone, so now we can talk about the email and how we want to respond, right? So it gives you that pause. 01:16:55.000 --> 01:16:58.000 So that's how you can help colleagues, how you can help yourself. 01:16:58.000 --> 01:17:07.000 And take these skills into your life. So I'm going to… and then I did add how to connect with us. If you're interested in doing more training. 01:17:07.000 --> 01:17:11.000 And you can do a 3-day training, how to become a Chrome Guide, more. 01:17:11.000 --> 01:17:17.000 You can become a crum teacher, which is the 5-day training, and bring this into your life. 01:17:17.000 --> 01:17:22.000 and other resources, I did list the book from Elaine, all about the trauma Resiliency model. 01:17:22.000 --> 01:17:32.000 And I did the research, the evidence-based research. Alright, so thank you very much, and I'm going to take questions now, and then we'll talk about this. 01:17:32.000 --> 01:17:48.000 So, let's take some questions. 01:17:48.000 --> 01:17:51.000 Oh, I like this. When kids have given up and said they've tried. 01:17:51.000 --> 01:17:56.000 I've had them come push against the wall, encourage them to try harder, then ask how far they move the wall. 01:17:56.000 --> 01:18:01.000 We discuss how effort does not always result in action. Then we discuss efficiency. 01:18:01.000 --> 01:18:07.000 And maybe a different effort will bring about the desired result. It helps them to reset their bodies and their attitudes. 01:18:07.000 --> 01:18:13.000 I love that connection between the two. regulating my body, and at the same time. 01:18:13.000 --> 01:18:18.000 Um, looking at efficiency and what I can and can't do in that moment. 01:18:18.000 --> 01:18:24.000 Thank you. And Lauren, thank you for saying I couldn't relax at this time. 01:18:24.000 --> 01:18:28.000 I appreciate that, because you're right, you tracked your body and you went. 01:18:28.000 --> 01:18:33.000 It's not relaxing me, so that's really empowering yourself to know, is this working for me or not? 01:18:33.000 --> 01:18:39.000 So, thank you. Mmm, beautiful. That's, like, the ultimate question, right? 01:18:39.000 --> 01:18:46.000 What happens when too many students are dysregulated at once? How can you co-regulate and keep your own sanity? 01:18:46.000 --> 01:18:50.000 I love it. So hopefully we're doing proactive things at the moment. 01:18:50.000 --> 01:18:53.000 And so, um, a lot of times I found myself. 01:18:53.000 --> 01:18:57.000 asking them to take a pause, alright? Let's take a pause. 01:18:57.000 --> 01:19:07.000 Let's go figure out a way. So, obviously, we don't… you know, the Community Resiliency module doesn't teach the breath. We're not asking them to take a breath, because that's not. 01:19:07.000 --> 01:19:09.000 What we're looking at may not work for their nervous system. 01:19:09.000 --> 01:19:16.000 But a lot of times, I will teach them in advance, obviously, about their resources, or about grounding. 01:19:16.000 --> 01:19:22.000 Um, and tracking. And what I might do for myself in that moment, I found myself, when I was getting dysregulated. 01:19:22.000 --> 01:19:25.000 I needed to ground, and I would put my hand on the desk. 01:19:25.000 --> 01:19:28.000 And they'd watch me, and I'd actually talk out loud. 01:19:28.000 --> 01:19:31.000 And I notice I'm grounding, and I'd say, I feel the disc. 01:19:31.000 --> 01:19:37.000 And it's firm, and it's soft. Oh, it's not so… it's firm, and it's cold on my touch. 01:19:37.000 --> 01:19:45.000 And I'm calming my body right now. And I'm noticing that I'm thinking of the ocean, and I would talk it out aloud as I'm doing it, to show them what I'm doing to relax. 01:19:45.000 --> 01:19:49.000 Sometimes it would help, because I… and I also go much softer. 01:19:49.000 --> 01:19:52.000 And I stopped downloading the comm in myself for them to be mirrored. 01:19:52.000 --> 01:19:56.000 It would work with some, some it wouldn't. Obviously, I may switch off the lights. 01:19:56.000 --> 01:20:01.000 And I'll do all the other, um, classroom management techniques to help that energy happen. 01:20:01.000 --> 01:20:08.000 I might even say, right now we're gonna take a break, and I'm going to put on some music that helps my body to reset. 01:20:08.000 --> 01:20:11.000 And so I might use all the techniques that I do for me. 01:20:11.000 --> 01:20:16.000 to mirror with them. But obviously, it's done in prep. I do some pre before I do it for myself. 01:20:16.000 --> 01:20:21.000 And I might tell them, this is what I do when I regulate. 01:20:21.000 --> 01:20:32.000 Um, I hope that helps. I work with toddlers as part of a team of three. Our personalities clash and escalate whenever there's disagreement. I'm having a hard time in our small space, and the inability. 01:20:32.000 --> 01:20:36.000 To get my needs met in the moment, I practice meditation. 01:20:36.000 --> 01:20:40.000 I have a wonderful support group outside of work, but it's become increasingly difficult. 01:20:40.000 --> 01:20:45.000 To deal with my stress in the moment. Thank you, Jennifer, for sharing that. Wow. 01:20:45.000 --> 01:20:48.000 I can only imagine, and I'm glad you have the meditation. 01:20:48.000 --> 01:20:53.000 But yet, I imagine some. some tools with each other would be helpful. 01:20:53.000 --> 01:20:59.000 But that is… that's a challenge… challenging situation to deal with in the moment. 01:20:59.000 --> 01:21:07.000 Um, let me look at this one, sorry. I always get distracted when I try grounding activities. Any suggestions? 01:21:07.000 --> 01:21:17.000 You know, Esther, I have to be honest with you, and I'm gonna be really honest here, I don't always use grounding with people. I use it for people that say that they feel connected in grounding. 01:21:17.000 --> 01:21:25.000 But it's not my first go-to. I first usually start with resourcing, because people have a lot of stories of resourcing, and images and experiences. 01:21:25.000 --> 01:21:29.000 But I often do get distracted, too. What I will do. 01:21:29.000 --> 01:21:32.000 Is I will just focus on what I'm touching. 01:21:32.000 --> 01:21:39.000 touching helps, so I'm touching the chair. And so I can feel the chair, or I'm looking at something, so I can see it. 01:21:39.000 --> 01:21:42.000 Um, to keep it very, very simple in that moment. 01:21:42.000 --> 01:21:46.000 Because grounding can be really challenging, our mind goes somewhere else. 01:21:46.000 --> 01:21:52.000 And just to notice what is present right now with my body is something that I do to try. 01:21:52.000 --> 01:21:58.000 and be as present as I can. Is it possible to create a negative association between the resourcing? 01:21:58.000 --> 01:22:04.000 The positive and negative situations that need to be navigated through, especially with special needs children. 01:22:04.000 --> 01:22:09.000 who become dysregulated often? If so, how can that be avoided? It's a great question. 01:22:09.000 --> 01:22:15.000 Um, it can. I mean, I think… I feel like that's a whole session just by itself. 01:22:15.000 --> 01:22:19.000 Um, especially with special needs, it's a whole, um. 01:22:19.000 --> 01:22:24.000 webinar we can do just on helping them navigate some of these skills. 01:22:24.000 --> 01:22:27.000 But what we tend to do in this model. 01:22:27.000 --> 01:22:32.000 is to help them. If there is a negative association around the resource. 01:22:32.000 --> 01:22:42.000 We don't try and change it, the negative… the association. What we do is to try to couple it with a positive sensation. Like, for example, if someone may be. 01:22:42.000 --> 01:22:45.000 say abusing a drug, alright, or they're using a drug. 01:22:45.000 --> 01:22:52.000 That might give them a sense of relief, because it is a, um… A resource that can bring relief. 01:22:52.000 --> 01:22:55.000 But what I might talk about is, when you are. 01:22:55.000 --> 01:23:01.000 using that substance. Who are you with? What are you noticing where you are? 01:23:01.000 --> 01:23:08.000 I'm with my friends. Okay, tell me about your friends. What is it about your friends that can help rega… that are a resource for you? 01:23:08.000 --> 01:23:15.000 So what we want to do is not judge the resource of the negative association, but to try and find the moments when the resource. 01:23:15.000 --> 01:23:21.000 is… does have positive associations with it, because we know this is not therapy, right? We're not talking about. 01:23:21.000 --> 01:23:27.000 unpacking the resource and why it's positive or negative, it's more about helping that nervous system to regulate. 01:23:27.000 --> 01:23:31.000 I don't know if that's really helping your question and answering it. 01:23:31.000 --> 01:23:39.000 But really helping them to see. the positive aspects of the resource versus focusing on the negative ones. 01:23:39.000 --> 01:23:45.000 Um, when I try these activities, I tend to feel more stressed, the pressure of expecting it to work. 01:23:45.000 --> 01:23:49.000 Erica, I appreciate that. It's practice, right? Like any skill. 01:23:49.000 --> 01:23:56.000 That's why I said, for me, grounding doesn't, or it's not my go-to, it doesn't always work. I have to be in that right frame of mind, or inner presence that. 01:23:56.000 --> 01:24:10.000 I am starting to get more regulated. I think it's just knowing… that's why I say to children, to students especially, becoming the CEO of your wellness means really increasing your body literacy. 01:24:10.000 --> 01:24:14.000 To know what works for you and doesn't. So it's lots and lots of practice. 01:24:14.000 --> 01:24:20.000 trying it on. I imagine what I said tonight, a lot of you are doing anyway, I just gave you language. 01:24:20.000 --> 01:24:24.000 I imagine that when you're driving and you're getting activated. 01:24:24.000 --> 01:24:31.000 You're switching on the music, immediately your energy's shifting. I imagine that you are resourcing and tracking. 01:24:31.000 --> 01:24:35.000 And grounding, or using some of those skills in your life that you. 01:24:35.000 --> 01:24:39.000 you didn't even realize you were doing it anyway, it was helping you, so. 01:24:39.000 --> 01:24:48.000 I… I invite you to… let your nervous system speak, bottom up, bottom up, instead of placing some judgment on, like, why is it not working? Go, oh! 01:24:48.000 --> 01:24:54.000 Be curious. Oh, so this worked. This resourced me, this regulated me. 01:24:54.000 --> 01:25:00.000 I didn't, I don't like it. So it's more about feeling comfortable with what does work for you and what doesn't. 01:25:00.000 --> 01:25:03.000 Um, as opposed to, why is this not working? I need it to. 01:25:03.000 --> 01:25:08.000 to shift me right away. It takes time. It takes time. 01:25:08.000 --> 01:25:19.000 I hope that helps answer that question. Um, I'm trying to see if there's anything else. Deanna, did you have any other questions that you saw? 01:25:19.000 --> 01:25:20.000 Hmm. 01:25:20.000 --> 01:25:25.000 No, I think that's… I think that's it. And, um, afterwards, when we send out the recording, everyone will get the slides with all ways to be in touch with you. 01:25:25.000 --> 01:25:34.000 Um, and to find out more. About all of this. Um, so I really, Inez, want to thank you for this. 01:25:34.000 --> 01:25:40.000 very enlightening presentation. It's not often that these webinars speak so. 01:25:40.000 --> 01:25:48.000 so clearly to us as educators, and often… and also give us tools to take back to our classrooms, so… I feel like it's just everything all together, which is really terrific. 01:25:48.000 --> 01:25:51.000 Hmm. 01:25:51.000 --> 01:25:53.000 And I also really want to thank everyone for your participation. 01:25:53.000 --> 01:25:55.000 Hmm. 01:25:55.000 --> 01:26:05.000 Um, and for your honesty, and for really being part of this. 01:26:05.000 --> 01:26:06.000 Hmm. 01:26:06.000 --> 01:26:15.000 community, it really is terrific. Um, so… I just want to encourage all of you to share your feedback. There will be a survey, hopefully, that pops up after the webinar. We do read each and every response. 01:26:15.000 --> 01:26:18.000 And really appreciate you taking the time to fill it out. 01:26:18.000 --> 01:26:26.000 Um, there are some learning lenses courses coming… the Learning Lenses course is coming up this summer. 01:26:26.000 --> 01:26:32.000 And we have some upcoming webinars, if you follow Hidden Sparks on Instagram and Facebook. 01:26:32.000 --> 01:26:38.000 You'll see some of those updates, and I'm sure you all get the emails, but if you haven't gotten them in the past. 01:26:38.000 --> 01:26:44.000 Now that you've registered for this webinar, you will find out more every time we have something coming up. 01:26:44.000 --> 01:26:50.000 email. Um, and Inez, do you have any… Final thoughts to share before we say goodnight to everyone? 01:26:50.000 --> 01:26:55.000 Actually, one of the participants, Judith, said something really lovely. I want to highlight what she said here. 01:26:55.000 --> 01:26:56.000 Sure. 01:26:56.000 --> 01:27:06.000 She said, uh, we need to accept the neurology of ourselves. Isn't that beautiful? So, it is not mental weakness, it is the neurobiology of our bodies. 01:27:06.000 --> 01:27:10.000 and learning to work with it. So thank you for letting me be part of your evening. 01:27:10.000 --> 01:27:15.000 I wish you much ease through the rest of the semester. 01:27:15.000 --> 01:27:16.000 And… and… and taking these wellness skills into your life, too. 01:27:16.000 --> 01:27:19.000 Right. 01:27:19.000 --> 01:27:20.000 And I, I love this comment from Esty, your calm energy was contagious. 01:27:20.000 --> 01:27:24.000 To stay resilient. 01:27:24.000 --> 01:27:25.000 And I believe we all felt that, so thank you so much. 01:27:25.000 --> 01:27:29.000 Okay, I'm glad. Pleasure. 01:27:29.000 --> 01:27:31.000 And have a wonderful evening, everyone. Take care, bye-bye. 01:27:31.000 --> 01:27:35.000 Thank you