Thanks for Connecting, I’m Dr. Judy Moench, a Registered Psychologist in Edmonton, Alberta. I am also an Adjunct Professor at the University of Alberta, and I provide consultation to psychologists, psychiatrists, social workers, and organizations in dealing with traumatic events including the Department of National Defense, Alberta Health Services (Occupational Stress Injury Clinic, Addictions and Mental Health, University of Alberta Hospital); United Nations Refugee Agency (UNHCR), Doctors without Borders (MSF); Fire and Police Services, as well as School Divisions. If you want to learn more about me, visit our website here.
Healthy individuals are born with a set of emotions that, if properly attended to and supported, assist in the development of both physical and mental well-being. These things are natural; we cry and smile and laugh from birth, and only as we grow and learn new skills such as empathy do we create the ability to channel our emotional and behavioural responses towards positive outcomes. Sometimes, however, in unfortunate circumstances, early experiences can lead to the loss of healthy automatic emotional responses to daily events. This clearly can impact one’s ability to react or cope successfully as a growing child moving into teenage years and then adulthood. It’s a path that is best found as early as possible.
Prepped 4 Learning Self-Regulation Program aims to reactivate and restore these healthy responses, leading to improved learning and interactions with others. A young person who is emotionally balanced and self-aware is more likely to be curious and confident. This young person will be better prepared for success, both in and out of school. Prepped 4 Learning Self-Regulation Program will provide students with the skills and tools necessary to begin to understand and regulate their behaviour and emotions, to become better learners.
School districts strive to ensure success for all students and Prepped 4 Learning works towards this goal because it fosters the ability to internally and automatically regulate emotions. These methods aim to awaken the innate ability of the individual to ‘access emotions as needed, to notice their presence in the body, and to accelerate learning.’ This program can be applied in the classroom setting and may lead to substantial benefits for students while also supporting the priorities and goals of the school district. Our literature review outlines why a program such as this is essential for our children. The school setting and the health curriculum create a venue for program delivery and our program meets the requirements of the general health curriculum.
