On-Demand Course: Providing Interoception-Based Supports in Various School Settings

$79.00 USD

Interoception provides the neurobiological foundation of self-understanding, self-regulation, self-care, and mental health thus supporting interoception growth is important to the well-being of all students & staff.  Despite this science, interoception-based approaches are not widely used in the school setting. Ironically, many times schools rely on Social Emotional Learning approaches that are not in line with the most current research or, even worse, they use outdated compliance models that damage the interoceptive experience. This course provides a variety of ideas for using interoception-based supports in any type of educational setting. How can we do a better job at being curious, listening to our students and using The Interoception Curriculum to nurture their inner self-understanding? Learn more in this course!


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An AOTA Approved Provider Course.


Group Discount Available:

2-5 Participants: 15% Discount

6+ Participants: 25% Discount

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Description

This On-Demand Course Includes:

  • 2.5-hours instruction with Kelly Mahler OTD and Anna Vander Haeghe BScOT (approximately 120 minutes of content + 30 minutes of Q&A)
  • 6-months unlimited access to the recorded version
  • Access to 3 exclusive downloadable resources
  • Personalized certificate of completion
  • While this course is excellent for a wide variety of attendees, this course is approved for 0.25 AOTA CEUs (2.5 contact hours)

What you’ll learn:

  • What the most current literature says about the importance of the interoceptive experience on school participation
  • Why interoception is a vital, yet missing piece of Social Emotional Learning curricula (if we want SEL initiatives to be successful, interoception must be a part of it!)
  • How interoceptive awareness provides the neurological foundation for self-regulation and how IA is derailed by a compliance-based school model
  • How a shift from compliance-based school model to an interoception-based school model can improve learning in students (and make the jobs of educators easier in the long run)
  • Common signs that a student might be experiencing interoception extremes (body signals that are too big or too small)
  • How to create buy-in for an interoception-informed approach to supporting students and schools you serve
  • Brief overview of The Interoception Curriculum
  • How to use (and adapt) The Interoception Curriculum when supporting students in the educational setting:
    • General Education classrooms: Delivery of The Interoception Curriculum class wide. Preschool to Middle school.
    • Small groups: Targeted delivery of The Interoception Curriculum in groups 4-6 in size. Preschool to High school.
    • Special Education classrooms: Modifications of The Interoception Curriculum to meet the unique learning styles of many students, embedding the supports in classroom routines from Preschool to Highschool.
    • One on one: Modifications for students that benefit from individual delivery of The Interoception Curriculum.
  • Tips for embedding other interoception-based supports in existing school curricula (e.g., interoception-based journal prompts; daily interoception activity included the morning announcements; 30 second interoception transition activities, etc.)
  • Please note: this course assumes that each attendee has some prior knowledge of interoception and ideally (but not necessary) The Interoception Curriculum.

Course Description:

This course will provide attendees with a brief overview of what the most current literature says about on the interoceptive system including how interoception underlies self-understanding, self-regulation, mental health and ultimately successful school participation.  It will discuss how interoception-based supports are critical to building early body mindfulness in our young students and how we can use these skills to improve their educational experience. During this course, registrants will be shown different ways that we can use structured interoception-based supports in any type of educational setting by being curious, listening to our students and using The Interoception Curriculum to nurture their inner self-understanding.  Specific examples will be presented on the following:

    • General Education classrooms: Delivery of The Interoception Curriculum class wide. Preschool to Middle school.
    • Small groups: Targeted delivery of The Interoception Curriculum in groups 4-6 in size. Preschool to High school.
    • Special Education classrooms: Modifications of The Interoception Curriculum to meet the unique learning styles of many students, embedding the supports in classroom routines from Preschool to Highschool.
    • One on one: Modifications for students that benefit from individual delivery of The Interoception Curriculum.

If you are ready to consider how to creatively add interoception based supports into your classroom or with your students register today. We look forward to seeing you in the course!

Who this course is for:

  • You are serving students of any age within a school setting
  • You are an Occupational Therapy Practitioner, Educator, Mental Health Provider, Speech and Language Pathologist, Behaviorist, or Caregiver who wants to help students be better understood and supported.
  • You are interested in learning more about interoception, especially as it relates to school-based supports.
  • You are seeking a ‘better way’ to support students that may be struggling with mental health, self-regulation, and overall school participation
  • You want to remain on the cutting edge of practice and follow what the research states as the best evidence-based approach for supporting your students.
  • You want to feel empowered with information you can use to create buy-in for a stronger interoception-informed approach to supporting students and schools you serve.

So, who are we?:

Although we only met 5 years ago it feels like we have known & worked together for years. From the first time we met at a conference in Edmonton (Canada) we realized that we shared a lot of similar passions including how to best support the regulation needs of students in a variety of school settings. Over the years we’ve shared lots of conversations and ideas, and celebrated our professional wins and yes, even our failures. And we are so excited to share with you all that we’ve learned about implementing interoception-based supports in the schools.   

Anna Vander HaegheMore about Anna Vander Haeghe: Curious, passionate and focused, I have loved my journey of diving into interoception and how that relates to our experiences as humans.  Weaving interoception-based practice into my work as an Occupational Therapist in Alberta, Canada has been life-changing for my students and co-workers.  I have been an OT for 23 years working in a small rural community serving the entire live span.  10 years ago I shifted to focus supporting children from preschool to high school.  I have mentored therapists around the world in ways to modify interoception work for our diverse students and look forward to sharing my experiences with you.

 

Kelly MahlerMore about Kelly Mahler: I am a fiery and passionate person that loves to crunch pinecones, cuddle with my 2 Corgi puppies and cook (sometimes poorly) with my family. I earned a Doctorate in Occupational Therapy from Misericordia University, Dallas, PA and have been an occupational therapist for 19 years, serving school-aged children and adults. I’m winner of multiple awards including the 2020 American Occupational Therapy Association Emerging and Innovative Practice Award & a Mom’s Choice Gold Medal. I am an international speaker and enjoy presenting on topics related to the twelve resources I’ve authored including The Interoception Curriculum.

The Official Stuff:

  • Course Level: There are no prerequisites for this course
  • AOTA Areas: Foundational Knowledge, OT Service Delivery, Professional Issues
  • CE Learning Outcomes: By the end of this course, participants will be able to:
    1. Identify and describe the intersections between interoceptive awareness and responsiveness and its positive contribution to Social Emotional curricula.
    2. Compare and contrast models of social participation used in school settings and how these models may support or hinder the development of self-regulation based on interoceptive awareness and responsiveness.
    3. Utilize structured observations for informal assessment of a students’ interoceptive state, and describe how a team based, interoception-informed approach to student behaviors can positively impact classroom participation.
    4. Explore interventions for facilitating interoception to support students using a continuum of occupational therapy service delivery models, from school-wide population based, to embedded classroom, to individual interventions.
  • Contact Hours: This course is worth 2.5 contact hours or 0.25 AOTA CEUs.
  • Completion Requirements:To receive credit and certificate for this course you must listen to the course in its entirety, pass the accompanying assessment with an 80% or higher and complete a course evaluation. With the exception of AOTA-approved CEUs, this course is not approved or affiliated with any governing bodies that award continuing education credits, so continuing education credits are not guaranteed.
  • ADA/Section 504:If you require special accommodations, please contact us at [email protected]
  • Kelly Mahleris an Approved Provider of Continuing Education for occupational therapists and occupational therapy assistants by the American Occupational Therapy Association. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Questions:

Contact us at [email protected].


AOTA logo

An AOTA Approved Provider Course.


Additional information

Course Credits:

AOTA Course, On-Demand

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