{"id":319,"date":"2025-11-13T10:28:42","date_gmt":"2025-11-13T15:28:42","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/?post_type=chapter&#038;p=319"},"modified":"2026-02-04T15:02:14","modified_gmt":"2026-02-04T20:02:14","slug":"developing-nervous-system-aware-learning-environments","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/developing-nervous-system-aware-learning-environments\/","title":{"raw":"Strategies for developing nervous system-aware learning environments","rendered":"Strategies for developing nervous system-aware learning environments"},"content":{"raw":"<h4>Katrina Grabner<\/h4>\r\nHere are some ways, when we notice feeling activated in our nervous system or we notice a student is activated, we can respond:\r\n<h1>Notice<\/h1>\r\nCultivate a curious, gentle state of awareness within yourself. Notice your own body\u2019s clues, such as sensations, which may help you notice if you are in a survival response. It might be a simple thought such as: \"I notice a part of me is in flight response right now\". This helps you to \"un-blend\" from that part which may be taking over, this is also a practice of mindfulness and externalization (Fisher, 2017).\r\n<h1>Regulate<\/h1>\r\nWhen activated what does your nervous system need for grounding and soothing? Can you feel your feet on the ground? \u00a0Can you look slowly around the room you are in and orient to where you are through your senses?\u00a0 Is there any movement that might be supportive for you in this moment? Can you notice your breath or deepen into your breath? Do you need space, such as a boundary? Maybe you gently put a hand on your arm for soothing. Maybe you take a short walk to the bathroom and allow your body to shake and move for a few minutes. Perhaps you need to sense the safety and co-regulation of another, and you call a close friend on your break.\r\n<h1>Grounded presence<\/h1>\r\nBecome aware of your:\r\n<ul>\r\n \t<li>facial expressions (can they soften?)<\/li>\r\n \t<li>eye contact (less or more depending on student and yourself, don\u2019t push anything)<\/li>\r\n \t<li>tone of voice (can it lower or soften?)<\/li>\r\n \t<li>posture (are you in a bear posture or curled in?) (can you find a neutral spine)(if you are standing up and the student is sitting can you lower yourself to a sitting position)<\/li>\r\n \t<li>gestures (can you slow them down?)<\/li>\r\n \t<li>can you be more congruent (words match body language)<\/li>\r\n \t<li>can you connect in some way to a felt sense of warmth, positive regard or compassion toward the student (\"I wonder if they are in a survival response right now too\u2026\")<\/li>\r\n<\/ul>\r\n<h1>Attune<\/h1>\r\n<ul>\r\n \t<li>Validate and reflect back what you are hearing both to the student an also to yourself as you have your own inner self-talk:\r\n<ul>\r\n \t<li>Be curious about their internal state in a meaningful way<\/li>\r\n \t<li>\u201cI notice that you may be upset right now\u201d<\/li>\r\n \t<li>Collaborative problem solving with \u201cI wonder\u2026\u201d statements\r\n<ul>\r\n \t<li>\"I wonder how we might figure this out together?\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Affirm: \"I appreciate that you are sharing what your needs are right now\"\r\n<ul>\r\n \t<li>\u201cI might not be able to meet this request fully, however I\u2019m so glad you are noticing your boundaries and voicing that.\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Respond in a timely manner when possible<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Understand that when a student is highly activated, they are going to have difficulty learning, focusing, or responding. Don\u2019t put that student on the spot in front of others in these moments. Mostly likely they will only go further into their survival response as they feel shame. When possible, wait and try to respond one-on-one.<\/li>\r\n \t<li>Be patient with your students and yourself. Building trust takes time and for students with past education wounds it may take the whole semester for them to begin to sense relative safety with you or trust. However, one positive experience with you, may change the way they relate to many other professors moving forward. We really can play a big role in reparative learning experiences!<\/li>\r\n<\/ul>\r\n<h1>Cultivating a grounded presence prior to class<\/h1>\r\nEducators can intentionally cultivate a grounded and regulated presence before entering the classroom, preparing themselves to meet students. While the concept of therapeutic presence has been extensively discussed within therapeutic contexts, its relevance in educational settings has received less attention. Therapeutic presence supports a sense of safety and connection by engaging the ventral vagal pathways of the parasympathetic nervous system (Geller, 2018). Research suggests that presence of ventral vagal activation resulting from therapeutic presence is viewed as a prerequisite for empathy and the development of a sustained, attuned therapeutic relationship (Geller, 2018; Hayes &amp; Vinca, 2011; Pos et al., 2010). \u00a0In practice, cultivating this grounded presence might involve taking time before class to \u201copen up the space, gather thoughts, get nourished, and center inside\u2026standing in stillness, feeling the soles of feet as they touch the floor, and taking a few deep and slow breaths can facilitate this process. (Geller, 2018).\r\n<h1>Long-term strategies<\/h1>\r\nLonger term ways we can support a greater sense of relative safety in our learning environments can include:\r\n<ul>\r\n \t<li>addressing the impacts of systemic oppression<\/li>\r\n \t<li>cultivating a sense of belonging in the classroom environment<\/li>\r\n \t<li>offering choice when it comes to accessibility and environmental needs (fidget toys, doodling, bathroom breaks)<\/li>\r\n \t<li>offering movement breaks when possible<\/li>\r\n \t<li>being aware of sensory overwhelm for certain students as sensory overwhelm can impact our nervous system state. eg. the impact of noise levels in the classroom<\/li>\r\n \t<li>being aware of triggers for students such as topics about war or family violence and offer choices about leaving if needed and warnings about content<\/li>\r\n \t<li>developing your capacity to stay present when you experience discomfort during difficult conversations<\/li>\r\n \t<li>participating in various contemplative practices both individually and collectively which often bring us into a ventral vagal state (greater nervous system regulation)<\/li>\r\n \t<li>incorporating several different channels for student feedback<\/li>\r\n \t<li>moving away from punishment and shame as forms of motivation for students as it often leads to students having less access to their prefrontal cortex and can create learning that is motivated from a \u2018please and appease response\u2019 survival response<\/li>\r\n \t<li>being clear with yourself about your own boundaries and needs at work, so that you can communicate clearly with students and co-workers<\/li>\r\n \t<li>seeing repair is normal and important and not a sign of failure (become a skilled repairer- don\u2019t be ashamed if this is a journey that takes time and practice)<\/li>\r\n \t<li>addressing ways from the top-down that our university can cultivate a culture that fosters co-regulation and a felt sense of ease and relative safety, which radiates outward to students<\/li>\r\n \t<li>being aware of other resources for students that you may direct them to depending on their needs and situations<\/li>\r\n<\/ul>\r\nMost importantly, stay curious with yourself and your students and don\u2019t forget that everyone\u2019s nervous system is doing its very best to protect and sustain life. \u00a0As we co-create environments where we sense greater relative safety and find more ease in our bodies, it is possible for our nervous systems to adapt and develop new patterns.\r\n\r\n&nbsp;\r\n<div class=\"textbox\">\r\n\r\n<strong>Related content<\/strong>\r\n<div>\r\n<ul>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Rosemary Reilly\u2019s\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/vagus-nerve-breathing\/\" target=\"_blank\" rel=\"noopener\">vagus nerve breathing<\/a>\u00a0practice can be one way to connect with the nervous system in the classroom<\/li>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Developing nervous system-aware learning environments can also by a\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/strategies-for-building-community-in-the-classroom\/\" target=\"_blank\" rel=\"noopener\">strategy for building community in the classroom<\/a><\/li>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Listen to\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/instructor-and-student-testimonials\/\" target=\"_blank\" rel=\"noopener\">instructor and student testimonials<\/a>\u00a0on how incorporating CP&amp;P into\u00a0the classroom has reduced student stress and anxiety.<\/li>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/noticing-the-movement-of-attention\/\" target=\"_blank\" rel=\"noopener\">Noticing the movement of attention<\/a>\u00a0can be one way of mindfully attending to the nervous system in the classroom<\/li>\r\n \t<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Consider reading some of Katrina\u2019s other contributions such as\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/nervous-system-aware-classroom-environments\/\" target=\"_blank\" rel=\"noopener\">how the nervous system shows up in the classroom<\/a>\u00a0and\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/orienting\/\" target=\"_blank\" rel=\"noopener\">orienting practice<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<h1>References<\/h1>\r\n<div><details><summary><b>Click to expand reference list<\/b><\/summary>Fisher, J. (2017).\u00a0<em><a href=\"https:\/\/doi.org\/10.4324\/9781315886169\" target=\"_blank\" rel=\"noopener\">Healing the fragmented selves of trauma survivors: Overcoming internal\u00a0<\/a><\/em><em><a href=\"https:\/\/doi.org\/10.4324\/9781315886169\" target=\"_blank\" rel=\"noopener\">self-alienation<\/a>.<\/em> Routledge. https:\/\/doi.org\/10.4324\/9781315886169\r\n\r\nGeller, S. M. (2018).\u00a0<a href=\"https:\/\/psycnet.apa.org\/record\/2018-26629-007\" target=\"_blank\" rel=\"noopener\">Therapeutic presence and polyvagal theory: Principles and practices\u00a0<\/a><a href=\"https:\/\/psycnet.apa.org\/record\/2018-26629-007\" target=\"_blank\" rel=\"noopener\">for cultivating effective therapeutic relationships<\/a>. In <em>Clinical applications of the polyvagal theory: The emergence of polyvagal-informed therapies<\/em> (pp. 106\u2013126). W. W. Norton &amp; Company.\r\n\r\nHayes, J., &amp; Vinca, J. (2011). <em>Therapist presence and its relationship to empathy, session, depth, and symptom reduction<\/em> [Paper]. Society for Psychotherapy Research, Bern, Switzerland.\r\n\r\nPos, A., Geller, S., &amp; Oghene, J. (2011). <em>Therapist presence, empathy, and the working alliance in experimental treatment for depression<\/em> [Paper]. Society for Psychotherapy Research, Bern, Switzerland.\r\n\r\n<\/details><\/div>","rendered":"<h4>Katrina Grabner<\/h4>\n<p>Here are some ways, when we notice feeling activated in our nervous system or we notice a student is activated, we can respond:<\/p>\n<h1>Notice<\/h1>\n<p>Cultivate a curious, gentle state of awareness within yourself. Notice your own body\u2019s clues, such as sensations, which may help you notice if you are in a survival response. It might be a simple thought such as: &#8220;I notice a part of me is in flight response right now&#8221;. This helps you to &#8220;un-blend&#8221; from that part which may be taking over, this is also a practice of mindfulness and externalization (Fisher, 2017).<\/p>\n<h1>Regulate<\/h1>\n<p>When activated what does your nervous system need for grounding and soothing? Can you feel your feet on the ground? \u00a0Can you look slowly around the room you are in and orient to where you are through your senses?\u00a0 Is there any movement that might be supportive for you in this moment? Can you notice your breath or deepen into your breath? Do you need space, such as a boundary? Maybe you gently put a hand on your arm for soothing. Maybe you take a short walk to the bathroom and allow your body to shake and move for a few minutes. Perhaps you need to sense the safety and co-regulation of another, and you call a close friend on your break.<\/p>\n<h1>Grounded presence<\/h1>\n<p>Become aware of your:<\/p>\n<ul>\n<li>facial expressions (can they soften?)<\/li>\n<li>eye contact (less or more depending on student and yourself, don\u2019t push anything)<\/li>\n<li>tone of voice (can it lower or soften?)<\/li>\n<li>posture (are you in a bear posture or curled in?) (can you find a neutral spine)(if you are standing up and the student is sitting can you lower yourself to a sitting position)<\/li>\n<li>gestures (can you slow them down?)<\/li>\n<li>can you be more congruent (words match body language)<\/li>\n<li>can you connect in some way to a felt sense of warmth, positive regard or compassion toward the student (&#8220;I wonder if they are in a survival response right now too\u2026&#8221;)<\/li>\n<\/ul>\n<h1>Attune<\/h1>\n<ul>\n<li>Validate and reflect back what you are hearing both to the student an also to yourself as you have your own inner self-talk:\n<ul>\n<li>Be curious about their internal state in a meaningful way<\/li>\n<li>\u201cI notice that you may be upset right now\u201d<\/li>\n<li>Collaborative problem solving with \u201cI wonder\u2026\u201d statements\n<ul>\n<li>&#8220;I wonder how we might figure this out together?&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Affirm: &#8220;I appreciate that you are sharing what your needs are right now&#8221;\n<ul>\n<li>\u201cI might not be able to meet this request fully, however I\u2019m so glad you are noticing your boundaries and voicing that.\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Respond in a timely manner when possible<\/li>\n<\/ul>\n<\/li>\n<li>Understand that when a student is highly activated, they are going to have difficulty learning, focusing, or responding. Don\u2019t put that student on the spot in front of others in these moments. Mostly likely they will only go further into their survival response as they feel shame. When possible, wait and try to respond one-on-one.<\/li>\n<li>Be patient with your students and yourself. Building trust takes time and for students with past education wounds it may take the whole semester for them to begin to sense relative safety with you or trust. However, one positive experience with you, may change the way they relate to many other professors moving forward. We really can play a big role in reparative learning experiences!<\/li>\n<\/ul>\n<h1>Cultivating a grounded presence prior to class<\/h1>\n<p>Educators can intentionally cultivate a grounded and regulated presence before entering the classroom, preparing themselves to meet students. While the concept of therapeutic presence has been extensively discussed within therapeutic contexts, its relevance in educational settings has received less attention. Therapeutic presence supports a sense of safety and connection by engaging the ventral vagal pathways of the parasympathetic nervous system (Geller, 2018). Research suggests that presence of ventral vagal activation resulting from therapeutic presence is viewed as a prerequisite for empathy and the development of a sustained, attuned therapeutic relationship (Geller, 2018; Hayes &amp; Vinca, 2011; Pos et al., 2010). \u00a0In practice, cultivating this grounded presence might involve taking time before class to \u201copen up the space, gather thoughts, get nourished, and center inside\u2026standing in stillness, feeling the soles of feet as they touch the floor, and taking a few deep and slow breaths can facilitate this process. (Geller, 2018).<\/p>\n<h1>Long-term strategies<\/h1>\n<p>Longer term ways we can support a greater sense of relative safety in our learning environments can include:<\/p>\n<ul>\n<li>addressing the impacts of systemic oppression<\/li>\n<li>cultivating a sense of belonging in the classroom environment<\/li>\n<li>offering choice when it comes to accessibility and environmental needs (fidget toys, doodling, bathroom breaks)<\/li>\n<li>offering movement breaks when possible<\/li>\n<li>being aware of sensory overwhelm for certain students as sensory overwhelm can impact our nervous system state. eg. the impact of noise levels in the classroom<\/li>\n<li>being aware of triggers for students such as topics about war or family violence and offer choices about leaving if needed and warnings about content<\/li>\n<li>developing your capacity to stay present when you experience discomfort during difficult conversations<\/li>\n<li>participating in various contemplative practices both individually and collectively which often bring us into a ventral vagal state (greater nervous system regulation)<\/li>\n<li>incorporating several different channels for student feedback<\/li>\n<li>moving away from punishment and shame as forms of motivation for students as it often leads to students having less access to their prefrontal cortex and can create learning that is motivated from a \u2018please and appease response\u2019 survival response<\/li>\n<li>being clear with yourself about your own boundaries and needs at work, so that you can communicate clearly with students and co-workers<\/li>\n<li>seeing repair is normal and important and not a sign of failure (become a skilled repairer- don\u2019t be ashamed if this is a journey that takes time and practice)<\/li>\n<li>addressing ways from the top-down that our university can cultivate a culture that fosters co-regulation and a felt sense of ease and relative safety, which radiates outward to students<\/li>\n<li>being aware of other resources for students that you may direct them to depending on their needs and situations<\/li>\n<\/ul>\n<p>Most importantly, stay curious with yourself and your students and don\u2019t forget that everyone\u2019s nervous system is doing its very best to protect and sustain life. \u00a0As we co-create environments where we sense greater relative safety and find more ease in our bodies, it is possible for our nervous systems to adapt and develop new patterns.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox\">\n<p><strong>Related content<\/strong><\/p>\n<div>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Rosemary Reilly\u2019s\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/vagus-nerve-breathing\/\" target=\"_blank\" rel=\"noopener\">vagus nerve breathing<\/a>\u00a0practice can be one way to connect with the nervous system in the classroom<\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Developing nervous system-aware learning environments can also by a\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/strategies-for-building-community-in-the-classroom\/\" target=\"_blank\" rel=\"noopener\">strategy for building community in the classroom<\/a><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Listen to\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/instructor-and-student-testimonials\/\" target=\"_blank\" rel=\"noopener\">instructor and student testimonials<\/a>\u00a0on how incorporating CP&amp;P into\u00a0the classroom has reduced student stress and anxiety.<\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/noticing-the-movement-of-attention\/\" target=\"_blank\" rel=\"noopener\">Noticing the movement of attention<\/a>\u00a0can be one way of mindfully attending to the nervous system in the classroom<\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Consider reading some of Katrina\u2019s other contributions such as\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/nervous-system-aware-classroom-environments\/\" target=\"_blank\" rel=\"noopener\">how the nervous system shows up in the classroom<\/a>\u00a0and\u00a0<a href=\"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/chapter\/orienting\/\" target=\"_blank\" rel=\"noopener\">orienting practice<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<h1>References<\/h1>\n<div>\n<details>\n<summary><b>Click to expand reference list<\/b><\/summary>\n<p>Fisher, J. (2017).\u00a0<em><a href=\"https:\/\/doi.org\/10.4324\/9781315886169\" target=\"_blank\" rel=\"noopener\">Healing the fragmented selves of trauma survivors: Overcoming internal\u00a0<\/a><\/em><em><a href=\"https:\/\/doi.org\/10.4324\/9781315886169\" target=\"_blank\" rel=\"noopener\">self-alienation<\/a>.<\/em> Routledge. https:\/\/doi.org\/10.4324\/9781315886169<\/p>\n<p>Geller, S. M. (2018).\u00a0<a href=\"https:\/\/psycnet.apa.org\/record\/2018-26629-007\" target=\"_blank\" rel=\"noopener\">Therapeutic presence and polyvagal theory: Principles and practices\u00a0<\/a><a href=\"https:\/\/psycnet.apa.org\/record\/2018-26629-007\" target=\"_blank\" rel=\"noopener\">for cultivating effective therapeutic relationships<\/a>. In <em>Clinical applications of the polyvagal theory: The emergence of polyvagal-informed therapies<\/em> (pp. 106\u2013126). W. W. Norton &amp; Company.<\/p>\n<p>Hayes, J., &amp; Vinca, J. (2011). <em>Therapist presence and its relationship to empathy, session, depth, and symptom reduction<\/em> [Paper]. Society for Psychotherapy Research, Bern, Switzerland.<\/p>\n<p>Pos, A., Geller, S., &amp; Oghene, J. (2011). <em>Therapist presence, empathy, and the working alliance in experimental treatment for depression<\/em> [Paper]. Society for Psychotherapy Research, Bern, Switzerland.<\/p>\n<\/details>\n<\/div>\n","protected":false},"author":79,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-319","chapter","type-chapter","status-publish","hentry"],"part":146,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/319","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":8,"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/319\/revisions"}],"predecessor-version":[{"id":854,"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/319\/revisions\/854"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/parts\/146"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/319\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/wp\/v2\/media?parent=319"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/pressbooks\/v2\/chapter-type?post=319"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/wp\/v2\/contributor?post=319"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/contemplative-pedagogy\/wp-json\/wp\/v2\/license?post=319"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}