Emily Read Daniels, M.Ed., MBA, NCC, SEP™ is the author of The Regulated Classroom©, an approach to cultivating conditions for felt safety in the classroom. She developed this approach after spending years as a school counselor working with dysregulated students and staff. 

In 2014, she founded HERE this NOW, a trauma-responsive schools consultancy and educator resource. HERE this NOW began as a way for her to bring basic trauma-informed information to schools and educators. To help educators apply what they were learning to their classrooms, she designed a new approach that blends tools and strategies with educator self-awareness —The Regulated Classroom. Through this framework, she teaches educators how to co regulate with kids and to make their classrooms safer, more joyful environments.

Emily joined me on the podcast about a year ago to talk about her work with schools. (You find the link to that episode in the show notes for this episode.) So, I was eager to catch up and find out what she’s noticing about how things have changed for classrooms since the last time we spoke.

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What’s happening in schools now?

While protocols around COVID have shifted and some are experiencing improvement in social engagement and a sense of getting back to normal, along with some of that collective trauma of the pandemic settling, more mental health concerns are bubbling to the surface. In addition, the politicization of matters related to schools and education has impacted connection for many. 

Physical Safety vs. a State of Felt-Safety

One of things that makes The Regulated Classroom© so unique is Emily’s focus on the educators themselves. First and foremost, she works with them on understanding the impact of their experiences on their own bodies and their body’s stress response calibration, and teaches them how to co regulate with their students. This helps teachers cultivate conditions for felt-safety in the classroom.

When we think about safety in the classroom, this most often brings to mind the ways in which classrooms are secured to prevent physical harm or litigation of some sort. However, those things are not what helps us actually experience a state of felt-safety, which is a regulated state our bodies experience that enables us to learn, to relate, and to engage with one another. Focusing on felt-safety is about recognizing that we can convey specific cues of safety through relational ways of being and through the environment in the classroom that helps students and teachers feel a part of something, to feel safe with one another, and to feel a sense of belonging.

Offering an Abundance of Cues for Felt-Safety

Based on her study with Dr. Stephen Porges, Emily emphasizes an awareness that the ways in which schools have responded to keep children physically safe from the threat of mass shooting sends the body and nervous system cues of danger.

Some of the ways we secure our schools to keep children physically safe actually remind our bodies that we are not safe, so we have to pair this with many, many cues of safety to offset those cues of danger.

How can we send warmth and welcoming? How can we convey an abundance of cues of safety? This is exactly what her work with schools addresses.

“Befriending the Nervous System”

But first, she teaches educators to recognize their own bodily experiences of safety and danger by helping them get curious and comfortable with their own nervous systems. Deb Dana, a therapist who has incorporated polyvagal theory into clinical training, calls this “befriending the nervous system.”

To hear more about how Emily is changing the way educators heal burnout, create conditions for felt-safety in the classroom, and learn some of the tools and strategies she uses, listen to the podcast or read the full transcript below!

Listen on the Podcast

This blog is a short summary of a longer episode on the Parenting after Trauma podcast.
Find the Parenting after Trauma podcast on Apple Podcast, Google, Spotify, or in your favorite podcast app.
Or, you can read the entire transcript of the episode by scrolling down and clicking ‘transcript.’

 

Robyn

Would you like to explore a complete paradigm-shift on how we see behavior? You can watch my F R E E 45(ish) minute-long masterclass on What Behavior Really Is and How to Change It.
Just let me know where to send the links!


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I asked Ilyse Kennedy to come on the podcast to talk about her new book, “The Tender Parts.”

Ilyse Kennedy, LPC, LMFT, PSESP, PMH-C is a psychotherapist and the owner of group therapy practice, Moving Parts Psychotherapy in Austin, TX. In the therapy room, she works with children through adults who have experienced trauma. Outside of the therapy room, she is an author (her book “The Tender Parts” was released November 1st), educator for clinicians, providing training around working with trauma, mental health and social justice advocate on Instagram (and beyond), @Movingpartspsychotherapy. She advocates for intersectional trauma informed care that recognizes the nuances of oppression in how we think about trauma. Outside of the therapy room, she enjoys searching for bugs with her young children, enjoying the Austin music scene, and indulging in the reality television arts when not with her young children. 

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What is Internal Family Systems and parts work?

Internal Family systems (IFS) is a therapy modality that brings us the idea that we all have a multiplicity inside of us (aka parts). We all have a rich inner system that’s made up of many parts. And when we get to know those parts of ourselves, we can understand why they’ve shown up for us. These parts are sort of adaptations that we’ve built over time (often referred to in IFS as managers, firefighters and exiles), typically, to deal with any distress in our life. So it holds the idea that we’re all born with a core self, and along the way, these adaptations form. Ilyse likes to think of it as sort of a shell around the cell to protect us and help us manage distress. And then these parts of us help us to function in our day to day life. 

It’s a way of life, a way of being with ourselves and others. Once you start thinking about yourself in this way and seeing others as operating from these parts or adaptations to distress, it can change the way you are in relationship with yourself and with others.

Exploring self-compassion toward our parts

One of the ways Ilyse shares about how Internal Family Systems can change the way we relate to ourselves is by titrating the intensity and overwhelm that can come with trying to practice self-compassion. 

It can be really hard to have full self compassion. Instead, we can get to know parts of ourselves, and have compassion in small bits, like learning how these parts have functioned, and how they’ve developed because of our story and interacted with our story. We can then hold compassion just for those small parts. And that can feel so much less daunting than trying to have compassion for the full self.

How can “parts work” be beneficial for parents?

Parts work can help us stay connected to ourselves in moments of crisis with our children. When we can stay grounded in self energy while responding to even the most unimaginable behavior, we are less likely to respond from parts of us that might cause shame in our children or ourselves. 

Illyse explains self energy in this way: “I feel like an energy through the center of my body where I’m able to connect fully with myself and my own parts and fully with the person in front of me and their parts. It’s this sense of safety and connection. And it’s important to say that doesn’t mean that there’s an overall goal of being constantly in self. It’s that we can learn how to have access to our self energy so that we can make space for all of our parts that come forward. We’re always going to have parts coming up. And we’re always going to be coming in and out of parts of ourselves. But we can start to strengthen that sense of self energy so that we can give that to our parts.”

Parts work helps us build trust in our own systems and those of our children

To hear more about Internal Family Systems, including the way Ilyse describes manger, firefighter and exiled parts, listen to the podcast or read the full transcript.

Listen on the Podcast

This blog is a short summary of a longer episode on the Parenting after Trauma podcast.
Find the Parenting after Trauma podcast on Apple Podcast, Google, Spotify, or in your favorite podcast app.
Or, you can read the entire transcript of the episode by scrolling down and clicking ‘transcript.’

Robyn

Would you like to explore a complete paradigm-shift on how we see behavior? You can watch my F R E E 45(ish) minute-long masterclass on What Behavior Really Is and How to Change It.
Just let me know where to send the links!