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1. Integrate the science of neuroplasticity into the curriculum.
2. Leverage knowledge of the social brain and group coherence to enhance learning.
3. Demonstrate how to employ the interplay of stress, plasticity, and learning to enhance student engagement and achievement.
4. Apply the complexities of executive functioning to drive student success.
5. Develop a curriculum designed to maximize student motivation.
6. Employ, and embody, imitative learning to optimize classroom learning.

INCREASE YOUR STUDENTS’ MOTIVATION TO LEARN

• The power of relationships in the classroom
• Why students learn better from teachers they like
• What can we learn from successful teachers?
• Stress, neuroplasticity, and learning

HELP YOUR STUDENTS MANAGE THEIR EMOTIONS & OUTBURSTS

• The three Executive Brains in the classroom
• Resilience, grit, and “at risk” children
• The importance of play, imagination, and the capacity to be alone

BUILD STRONG SOCIAL CONNECTIONS TO HELP STUDENTS SUCCEED

• Cutting-edge neuroscience that informs education
• Why the brain became a social organ
• How the brain learns
• How relationships build and rebuild brains

HELP YOUR STUDENTS LEARN FASTER

• How and why we learn from our community/tribe
• The interactive nature of attachment and our social brain
• Teacher expectations, imitation, and mirror neurons

INCREASE MEMORY & LEARNING: STRATEGIES TO CREATE SAFETY AND SECURITY

• The teacher as “Tribal Chief” and Small Group Process
• Being seen and feeling felt in elementary, middle, and high school
• Leveraging social instincts to drive motivation and learning
• The subversive classroom and the power of being in the “in” group

INDIVIDUALIZE THESE CONCEPTS IN YOUR OWN CLASSROOM!

• Small group practice and discussions
• Evaluation/documentation of success
• Special populations/considerations
• Shaping an attachment-based teaching curriculum

REIGNITE YOUR PASSION FOR TEACHING

• Avoiding burn-out
• Re-inspiration for all teachers
• Sharing this knowledge with fellow educators

Louis Cozolino, Ph.D.. is Professor of Psychology at Pepperdine University and has a private practice in Beverly Hills, CA. He is the author of The Healthy Aging Brain, The Neuroscience of Human Relationships. The Neuroscience of Psychotherapy and The Making of a Therapist. Dr. Cozolino is an expert in neuroscience, social brain, stress and trauma. He has conducted research in the areas of schizophrenia, child abuse, the impact of stress, the biobehavioral sciences and psychotherapy. Dr. Cozolino holds a Ph.D. from UCLA and an M.T.S. from Harvard University.

Speaker Disclosures:

Financial: Louis Cozolino is faculty at Pepperdine University and maintains a private practice. Mr. Cozolino has books published by W. W. Norton. He receives a speaking honorarium from PESI, Inc. He has no relevant financial relationships with ineligible organizations.

Non-financial: Louis Cozolino is a member of the American Neuropsychiatric Association (ANPA), International Society for the Study of Dissociative Identity Disorder and Dissociation (ISSDID), Society for Research in Psychopathology (SRP), International Society for Traumatic Stress Studies (ISTSS), and Los Angeles County Psychological Association (LACPA).

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CE Information Coming Soon
Continuing education credit information is coming soon for this non-interactive self-study package.

CEs may be available for select professions, as listed in the target audience. Hours will be dependent on the actual recording time. Please check with your state licensing board or organization for specific requirements.

There may be an additional fee for CE certificates. Please contact our Customer Service at 1-800-844-8260 for more details.

**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.

• Educators
• Special Educators
• School Administration
• School Social Workers
• School Counselors
• School Nurses
• Paraprofessionals
• Occupational Therapists
• Speech-Language Pathologists