Descriptions and Learning Objectives

Class One: Introductions and What is Health? This class will start us off with introductions and identification of health, resilience and resources. Health is a concept in somatic trauma resolution often described as resilience in trauma-informed practices. A practitioner's first step is to stabilize the nervous system if it has been overwhelmed. We start with resourcing and building coherence.

Learning objectives. Participants will:

  • Identify their intention for taking the class
  • Identify states of health
  • Identify resources: Internal, External, Missing
  • Be able to lead another to feel more present
  • Feel the capacity to ground, center and be more neutral

Class Two: What is a Leading Edge?This hour will introduce a series of autonomic nervous system maps, ways to recognize the times to pause the process in order to create space for someone to make a different choice, or to respond rather than react. Each moment is either speeding up too much or slowing down too much (dropping out of the window). It is an art form to help someone in their nervous system. This class will introduce states again, plus how to call a pause to help regulate the pace. Participants will identify states when they are in different parts of the nervous system responses and share as a group.

Learning objectives. Participants will:

  • Learn more about autonomic states
  • Be able to identify pause and warble zones
  • Be able to identify the Leading Edge dependent on state
  • Learn to use the Pause to regulate the pace

Class Three: Working with States, Facilitation Skills, and Your ANS Map Your first skills are connected to feeling present and helping others feel present. If you can help yourself and another feel the bodily felt sense of the moment, then you have a tool to help answer the questions:

  • What let's you know you are here just now?
  • What helps you feel okay just now?

Breakout sessions will include helping others and yourself to feel a sense of grounding, settling and centering. Often the more detailed, or granulated, you can get with sensation and emotion, the better the foundation for healing. Handouts include lists of feeling states plus favorite questions for inquiry.

Learning Objectives. Participants will:

  • Understand more specific language of the polyvagal theory: Ventral, Dorsal and Sympathetic
  • Recognize sensations and states in each one
  • Practice a specific pendulation exercise: Body Low Slow Loop
  • Map specific resources and actions to shift states
  • Map a typical day using the autonomic nervous system

Class Four: Introducing Sequences, The Leading Edge and Working with a Memory This lecture introduces the topic of Sequencing to our conversation about the Leading Edge. We have talked about states and how the Leading Edge is a place before activation starts. We can also track the Leading in terms of where it is in the Sequence. This lecture will go over that and provide another lens for you to track our somatic responses to perceived and/or remembered stress and threat.

Learning objectives. Participants will be able to:

  • Recognize the Sequence.
  • Connect states and gestures with parts of the sequence.
  • Map out the ANS in different ways
  • Practice a basic movement of the Leading Edge: Resource, Challenge, Resource, when working with a memory.

Class Five: Understanding Blueprint/Imprint and The Body is a Portal We all have in us a natural capacity for health that is called the Blueprint among Biodynamic Craniosacral and Polarity therapists. Straight from the work of Randolph Stone, Anna and John Chitty, Ray Castellino, Biodynamic craniosacral therapy and quantum physicists around the world, this lecture will:

  • Introduce the concepts of Blueprint and Imprint
  • Explain the sequence of coming into form
  • Gain a practice of perception through The Chitty Protocol
  • Lay the groundwork for understanding how we shaped by earliest experiences.

Extra information will include:

  • Adverse Childhood and Early Experiences and their Resilience Scores
  • Benevolent and Positive Childhood Experiences
  • Differentiation between Trauma Informed Practice and Healing Centered Practice

Class Six: Microexpressions, Working with the Face and Attunement This lecture will introduce the work of Paul Ekman who research on facial expressions helps professionals detect lying. The face is very expressive and while we may try to hide our expressions, the face will portray feelings. Autonomic nervous system expressions are immediate and universal across age, gender, education and many cultures.The conscious mind cannot fully control face and bodily expressions; The body speaks in its unspoken voice.The face is particularly susceptible to micro and macro expressions of emotion and is connected to bodily felt experience.Learning to read the face and gesture can help us with relationships, and can help us with our states. In addition, Porges says, "We wear our heart on our face and in our voice." We will examine emotional granulation as a health practice.

Learning Objectives. Participants will be able to:

  • Identify primal emotions and their microexpressions
  • Understand the importance of detecting emotional expression and the way it can show up in experiences
  • Practice identifying microexpressions and themes of triggers
  • Identify repair strategies for attunement and misattunement in relationship
  • Practice emotional granulation with primary emotions

Class Seven: Recognizing the Baby's Experience through Body Mapping How do we know our story? For healing earliest trauma, the story is a somatic pattern language. It is a collage of sensation, posture, and gesture. You can learn to see the baby’s experience in the person you are with by looking for the physical features of imprints of the baby’s experience in the mother. There are four maternal pelvis shapes. You can learn to see the baby’s experience of working with intrauterine constraint, lie side and birth. Learning objectives. Participants will:

  • Remember the layers of a baby's experience, and their somatic correlates
  • Specifically learn the markers of intrauterine and birth experiences
  • Be able to assess compression and vectors in faces and bodies

Class Eight: Understanding Memory, Working with Early Imprints, Mapping Your Early Experience Peter Levine, Founder of Somatic Experiencing has said that implicit memory often arises as a collage of sensations. Sometimes it arises quickly, without warning. He describes them a "hot". In a flash, you don't feel safe. Our earliest memories may stay profoundly alive in our bodies.

Learning Objectives: Participants will be able to:

  • Review implicit and explicit memory
  • Identify the layers of memory that stay alive from preconception through the first 1000 days. These layers come from the teachings of prenatal and perinatal psychology. They include preconception, conception, prenatal experience, birth and after birth experiences.
  • Gain clarity regarding the importance of early trauma healing through unpacking a case study
  • Practice clinical applications will also be presented as time allows.
  • Harvest information from their own early history to begin to craft their own early narrative

Complete and Continue