Series 300: Teaching Mindsight & Interpersonal Neurobiology (Advanced)

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This 32-hour Series 300 (consisting of four 8-hour courses) builds upon the courses in the Series 100 and 200. We'll draw upon a wide range of textbooks that explore interpersonal neurobiology ("IPNB") and its applications. Series 300 is ideal for those who are interested in how to offer this interdisciplinary approach in a learning setting. Teaching IPNB comes from the experience of learning this approach deeply and then communicating the principles and applications to others in an emotionally engaging and scientifically accurate way.  Throughout this series, Dr. Siegel has had the educator in mind in diving deeply into the overview, highlights of basic ideas, and detailed aspects of each area, from emotion and memory, to awareness and empathy. You’ll explore the many strategies for making IPNB concrete, clear, and concise so that participants in any educational setting—classroom, workshop, therapeutic group setting, organizational training, systematic core curriculum, to name a few—will be able to understand the approach and make this material their own. One of the keys to learning to teach the mindsight approach and these ideas is to embrace them yourself. As you will experience in this series, the teacher, Dr. Siegel, makes every effort to be fully present, as a person and as teacher, throughout the course.  Come join Dr. Siegel in this journey which assists you in bringing this material to life as you bring integration, self-understanding, compassion, and empathy into the lives of others! For a detailed description of the four courses that comprise Series 300, please see below.

MOL 301 - Teaching and Learning from the Inside Out: Memory and Narrative as Relational and Embodied Experiences

An educator joins with the learner to create an experience that promotes deep learning and neural growth.  In this course, we’ll explore how you can use your own inner experience to enrich your teaching of IPNB and make it available for students of all persuasions to benefit from their learning experience.  We’ll dive deeply into the way a teacher can harness the power of memory by embracing the reality that we are a social and story-telling species. We learn best by engaging with others in emotionally captivating narratives, ones that reveal deep inner truths and interpersonal wisdom. Part of the excitement of IPNB is that we can build our foundation on the many ways, scientific as a starting place, that we humans have attempted to understand the nature of what being human is about.  To relay this mutli-displinary perspective to others, we’ll explore in this course how to embody the IPNB ideas as an individual teacher, and then reveal how to take that way of being out into your teaching process.  We will explore why story is so powerful in our lives, understand how narratives strengthen memory, identify the role of novelty in the encoding of stories and memory, find out what emotion has to do with remembering, learn how factual knowledge becomes “meaningful,” and explore key experiences that motivate optimal learning.

LEARNING OBJECTIVES

• Examine the power of narratives to strengthen the encoding of memory for students.
• Outline the basic biology of storytelling and its role in learning.
• Identify the connection between narratives and how the mind “makes sense” of events and deepen memory retention.
• List the basic elements that define a story that captivates attention.
• Inspect the connection between a teacher’s emotional presence and a student’s neuroplastic response to facilitate neural growth and learning.
• Identify how emotionally engaging stories capture attention, and how attention promotes neural growth.
• List five elements of daily life that promote neuroplasticity.
• Demonstrate the role of attunement and the social engagement system in the relational aspect of teaching and learning.

MOL 302 - The Interpersonal Neurobiology Sphere of Knowledge: Embracing the Power of Mindsight and a Consilient View of Our Human Lives

We’ll build on our immersion into learning and stories by focusing directly on how the trans-disciplinary, consilient (combining many disciplines into one view) sphere of knowledge can be conveyed with meaning and emotion so that it is both remembered and made useful. We will review the principles of IPNB that can be taught to students in K-12 and beyond, discuss how parents can benefit from the mindsight approach and the IPNB sphere of knowledge, explore how organizations can benefit from IPNB, identify how individuals might best be taught about mindsight and integration, examine the steps we can take to teach IPNB to policymakers, and understand how mental health programs can teach about the mind and, in particular, how to cultivate a healthy mind. This course is an exciting immersion into the path of first learning this material and then becoming an educator who can support others learning IPNB as well.  Come join us as we continue the fascinating journey to understand the many layers of our experience and how to communicate this practical knowledge in effective, meaningful, and enjoyable ways to others!

LEARNING OBJECTIVES

• Define mindsight and its role in the teacher-student relationship.
• Identify how perceiving the mind of another can activate the social engagement system and facilitate learning.
• Define “consilience” and identify its role in interpersonal neurobiology.
• Explain the differences and similarities between “objective data” and “subjective experience.”
• Assess the role of reflective dialogues in promoting emotional and social intelligence that emerge with mindsight development within the classroom.
• List three aspects of human experience that are three facets of one reality of energy and information flow in human life.
• Examine how all information flows along energy patterns and identify examples used in the learning setting to illustrate this viewpoint.
• Describe the two fundamental ways in which defining the mind as an embodied and relational process that regulates energy and information flow can help strengthen the mind in practical ways.

MOL 303 - Embracing Science and Subjectivity: The Challenges of an Interdisciplinary Approach to the Mind and Mental Health

As educators focusing on IPNB, we build upon the basic principles of how mind, brain, and relationships are interwoven aspects of one human reality.   From this work emerges a view of integration as health. Though “mind” is not defined in the various fields—from psychology and psychiatry to education and philosophy—IPNB offers a working definition with practical applications in these fields. Embracing this definition of the mind in the teaching of IPNB provides us as educators with the exciting challenge of communicating the principles and practices of this new field. In this course we’ll dive deeply into the domains of integration and explore how to best convey them to others. We will learn how we can most engagingly and effectively teach about the mind and its embodied and relational origins, review what the challenges and controversies are in teaching about consciousness, attachment, and mental health, and discuss the ways in which the science of integration illuminates the nature of emotion.  We’ll explore the domains of the integration of consciousness, bilateral integration, vertical integration, and memory integration.  Many examples will be provided offering experiential as well as conceptual frameworks for how to teach these domains of integration in a range of settings.

LEARNING OBJECTIVES

• Define what the role of integration is in the cultivation of well-being and identify ways to relate this to students.
• Describe what “integration of consciousness” entails and how to demonstrate this in a classroom.
• Examine the ways in which the Wheel of Awareness practice promotes integration.
• List the major contrasting features of right and left hemisphere functioning and identify ways to illustrate these to students.
• Name three practices that can be taught to promote the growth of right hemisphere functioning.
• List the two major layers of memory and their various divisions and how teaching stories can reveal their importance for the student.
• Outline the steps of memory integration from encoding to consolidation and how this can be applied in the learning experience.
• Describe the differences between autobiographical memory and autobiographical narrative and how personally meaningful elements of learned material can enhance learning.

MOL 304 - The Mindsight Approach in Action: Cultivating the Practical Applications of IPNB from Synapse to Society  

In our final quarter of Series 300, we’ll further the integration of what we’ve been reading and discussing by continuing our systematic review of how to teach the domains of integration. We’ll explore how to draw on the fundamental principles of IPNB in offering the learning experiences to dive into narrative integration, state integration, interpersonal integration, temporal integration, and transpirational integration. This latter domain is an “integration of integration” that catalyzes the integration of identity, the creation of a coherent sense of self. At its core, the process of teaching this interdisciplinary field and these domains of integration is about creating a way of being that promotes deeper self-understanding and more compassion for others, leading to an expanded and resilient sense of what the self is in our ever-changing world. We will explore embodied knowing, examine how others learn by example, and discuss the neurobiology that may explain what Mahatma Gandhi meant when he said that we “must be the change we wish to see in the world.”  Come join us in this rewarding immersion in the teaching of IPNB as we together come to understand and experience how integration made visible is kindness and compassion.

Dr. Siegel delivered this course before a live, online global audience.

LEARNING OBJECTIVES

• Describe how teaching about narrative integration is enhanced by “embodying” one’s own story as a teacher.
• Examine the role of narrative in the making sense process.
• Outline ways in which a teacher of IPNB can professionally offer personal reflections revealing aspects of state integration.
• Identify the overlap between a teacher-student relationship and the parent-child attachment relationship.
• Examine how the role of being seen, feeling safe, being soothed, and feeling secure play in the activation of the social engagement system of the brain and the learning of the individual.
• List the four forms of attachment and how each might influence a student’s experience learning in the classroom.
• Identify three aspects of temporal integration and how a teacher might best teach these to students.
• Assess the role of “integration of integration” in the form of transpirational integration and the formation of identity. 

ABOUT THE SPEAKER

Daniel J. Siegel, M.D. is a clinical professor of psychiatry at the UCLA School of Medicine and co-director of the Mindful Awareness Research Center at UCLA. An award-winning educator, he is a Distinguished Fellow of the American Psychiatric Association. Dr. Siegel is the executive director of the Mindsight Institute, an educational organization that focuses on how the development of mindsight in individuals, families and communities can be enhanced by examining the interface of human relationships and basic biological processes. His psychotherapy practice includes children, adolescents, adults, couples, and families. He serves as the Medical Director of the LifeSpan Learning Institute and on the Advisory Board of the Blue School in New York City, which has built its curriculum around Dr. Siegel’s Mindsight approach.

Dr. Siegel received his medical degree from Harvard University and completed his postgraduate medical education at UCLA. He served as a National Institute of Mental Health Research Fellow at UCLA.

Dr. Siegel has published extensively for the professional audience. He is the co-editor of the Handbook of Psychiatry and the author of numerous articles, chapters, and the internationally acclaimed text, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (Guilford, 1999). This book introduces the field of interpersonal neurobiology, and has been utilized by a number of clinical and research organizations worldwide, including the U.S. Department of Justice, The Vatican’s Pontifical Council for the Family, Microsoft and Google. The Developing Mind, Second Edition was published in March 2012.

Dr. Siegel serves as the founding editor for the Norton Professional Series on Interpersonal Neurobiology which contains over two dozen textbooks. He has also authored Parenting from the Inside Out: How a Deeper Self-Understanding Can Help You Raise Children Who Thrive with Mary Hartzell, M.ED. (Tarcher/Penguin, 2003), The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being(Norton, 2007) and Mindsight: The New Science of Personal Transformation (Random House, 2010), The Mindful Therapist (Norton, 2010), The Whole-Brain Child ( Random House, 2011), and his latest book isPocket Guide to Interpersonal Neurobiology: An Integrative Handbook of the Mind (Norton, 2012).

Dr. Siegel’s ability to make complicated concepts exciting as well as easy to understand has led him to be invited to address local, national and international organizations where he speaks to groups of educators, parents, public administrators, healthcare providers, policy-makers, clergy and neuroscientists. He lives in southern California with his family.

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