Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. Introduction of Applied Educational Neuroscience (29:52)

    2. Pillar 1: Adult Brain and Body State (34:39)

    1. Chapter 1 Quiz

    1. Pillar 2: Co-regulation (1 of 2) (48:05)

    2. Pillar 2: Co-regulation (2 of 2) (32:27)

    1. Chapter 2 Quiz

    1. Pillar 3: Touchpoints (1) (38:29)

    2. Pillar 3: Touchpoints (2) (33:30)

About this course

  • $200.00
  • 6.5 Contact Hours

Learning Objectives

Describe how adversity and trauma affect the way we learn, behave, and perceive the world

Articulate specific brain-aligned strategies that regulate our nervous systems and help us to connect with one another

Explain why traditional discipline works the best for kids that need it the least and works the least for kids who need it the most

Describe how relational discipline can help us cultivate discipline within our students

Meet Your Instructor

Lori Desautels

Lori Desautels, PhD is an Assistant Professor at Butler University in Indianapolis, where she teaches undergraduate and graduate programs in the College of Education. In her prior role as Assistant Professor at Marian University, she founded the Educational Neuroscience Symposium, which provides educators, parents, and the community the tools to help students be successful and feel a sense of purpose and connection in their classrooms. Lori’s passion is engaging students through the application of neuroscience as it applies to attachment, regulation, and educator brain state, and teaching students and staff about neuroanatomy, thus integrating Mind Brain Teaching learning principles and strategies into her coursework at Butler. Lori is coauthor of the social and emotional competencies for the State of Indiana, published in January 2018. She also authored a series of articles for “Inside the School,” an online publication providing strategies to administrators and educators. Lori continues her work in Pre-K classrooms and is currently co-teaching fifth grade, working with St. Mary’s Early Childhood Center in Indianapolis. Lori has taught emotionally troubled students in the upper elementary grades, worked as a school counselor, a private practice counselor, and a co-owner of the Indianapolis Counseling Center. She was also a behavioral consultant for Methodist Hospital in Indianapolis on the adolescent psychiatric unit, where she learned that emotional and mental illness can be so challenging for youth, but the brain can repair and heal, and resilience rests at the core of human nature and our well-being. Financial disclosure: Dr. Desautels is employed by Butler University and receives royalties from Wyatt-Mackenzie Publishing. There are no nonfinancial relationships to disclose.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, School Counselors, Speech-Language Pathologists, Occupational Therapists, Physical Therapists, Math Specialists, Title 1 Teachers, Clinical Psychologists, School Psychologists, Social Workers, Marriage & Family Therapists, Resource Room Teachers, Assistive Technology Specialists, Behavior Specialists, Private Tutors, Autism Specialists, Transition Specialists, Case Managers, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists, ELL Teachers

Credits offered for this course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • Graduate Credit

  • Clock Hours

Articles Related to This Course

Porges, S. W. (2020). The COVID-19 Pandemic is a paradoxical challenge to our nervous system: a Polyvagal Perspective. Clinical Neuropsychiatry, 17(2),135-138.

Giusti EM, Pedroli E, D'Aniello GE, Stramba Badiale C, Pietrabissa G, Manna C, Stramba Badiale M, Riva G, Castelnuovo G, Molinari E. (2020). The Psychological Impact of the COVID-19 Outbreak on Health Professionals: A Cross-Sectional Study. Front Psychol. Jul 10;11:1684.

Azilawati Jamaludin, Avishai Henik & James B. Hale (2019). Educational neuroscience: bridging theory and practice. Learning: Research and Practice, 5:2, 93-98.

William Perry & Larry K. Brendtro (2016). Reclaiming "Unsalvageable" Kids. Thriving, 2 (13), 1-6. 

Anglin, J. (2015). Kids in pain. In L. Brendtro & M. Mitchell, Deep brain learning: Evidence-based essentials in education, treatment, and youth development (pp. 109-111). Albion, MI: Starr Commonwealth. 

Rhee, S. et al. (2013). Early concern and disregard for others as predictors for anti-social behavior. Journal of Child Psychology and Psychiatry, 54(2), 157-166.

Long, N.J. (1995). Why adults strike back: Learned behavior or genetic code? Reclaiming Children and Youth 4 (1), pp. 11-15.