Emotional Regulation & Co-Regulation Symposium

Regulation is at the heart of every human experience. Our capacity to respond and adapt to emotional, cognitive, relational, and neurobiological demands plays a foundational role in development. Regulation shapes how we connect with others, respond to stress, engage in learning, and navigate the challenges of daily life. Whether supporting infants, children, adolescents, or adults, caregivers and practitioners across disciplines are increasingly recognizing regulation as a foundation for development, wellbeing, and meaningful relationships.

Profectum’s November Symposium will bring together diverse perspectives to explore the many dimensions of regulation—from the neurobiology of stress and resilience to emotional regulation, co-regulation in caregiving relationships, and the essential role of felt safety and emotional security. Through engaging presentations, case discussions, and practical applications, participants will deepen their understanding of regulation as both a biological process and a deeply relational and interactive experience. The symposium features three keynote sessions that will ground us in the relational science of regulation. Concepts from the DIR model and other relationship-based approaches will be contextualized to support a broad and relationally oriented understanding of regulation as it relates to children, practitioners, and caregivers. Participants will also be able to choose from a selection of breakout sessions that apply this relational understanding of regulation in specific contexts.

Since its inception, the DIR model has framed regulation as the foundation for being in relationships and ongoing developmental growth. Today, clinicians, educators, and caregivers recognize the vital role of regulation in the lives of young children and in themselves. Even with widespread agreement about its importance, many continue to grapple with how best to frame regulation in their daily lives and how to apply principles of regulation in their interactions with children and families.

Designed for practitioners, educators, therapists, physicians, students, and caregivers alike, the symposium emphasizes ideas that can be translated directly into practice. Sessions will bridge research and real-world application, offering practical strategies while encouraging thoughtful reflection about how we support regulation in ourselves and in those we serve. Participants will leave with a richer understanding of how regulation influences development across the lifespan, renewed inspiration for their work, and concrete approaches that foster resilience, connection, and growth in everyday interactions.

Profectum is committed to providing equitable access to our conferences across a wide span of constituencies, including across our many international stakeholders and attendees. In an effort to remove barriers to attendance, we are pleased to offer a sliding scale of registration fees. The “Community Supported” fee is available for anyone with financial or other hardships. The “Standard” fee is the set cost. The “Pay It Forward” fee enables you to assist in covering costs for others. There are no separate forms or processes; each registrant should choose the amount they are comfortable paying, and register at that price.

Registration Fee Schedule: Your registration includes access to attend the 1-day symposium live online and access to recordings for 45 days post conference (December 30, 2026.)

Early Bird (through Oct 12th) $95
Standard (after Oct 12th): $125
Community Supported: $85
Pay it Forward: $195
Parents and Students: $75

Recordings: Recordings will be available to registrants until December 30, 2026.

Cancellation and Refund Policy: Cancellations more than 10 working days (Mon-Fri) before the start date of this program will result in a refund less a $35 cancellation fee. No refund can be given for a cancellation 10 or fewer working days (Mon-Fri) before this program start date. [October 30, 2026] Requests for refunds must be received in writing via email to conferences@profectum.org. In the event that this program is cancelled, you will be notified immediately via email and a credit will be issued toward a rescheduled program, or the entire submitted fee will be refunded without further liability on the part of the organizer.

Special Accommodations Requests: If you require ADA accommodations or have a special needs request, please email conferences@profectum.org at least two weeks before the program start date so arrangements can be made.

9:45 AM EST | Zoom opens for attendees

10:00 - 10:10 AM EST

Welcome
Lisa Reilly, Executive Director

10:10 - 11:25 AM EST

The D, the I, and the R of Regulation: A Multi-System, DIR®-Inspired Perspective
Tal Baz, MS, OTR/L and Gilbert Foley, EdD, IMH-E®

11:25 - 11:35 AM EST | Break

11:35 AM - 12:35 PM EST

Of Course This Is Hard: Attuning to Caregiver Regulation
Rebecca Berg, OTR/L, IMH-E®

12:35 - 1:05 PM EST | Break

1:05 - 2:20 PM EST | Session 1 Breakouts

The Cornerstone of Early Regulation is a Dance: Finding a Rhythm that Works
Sherri Cawn, MA, CCC-SLP and Beth Osten, PhD, OTR/L

Title coming soon

Kristy Anselmo, MS, CCC-SLP; Amy Kolavo, LCPC; Nyssa Holowicki; Brenna Losurdo; Lindsey McDowell; Jenna Nieman of Soaring Eagle Academy

2:20 - 2:25 PM EST | Break

2:25 - 3:40 PM EST | Session 2 Breakouts

Persistent Dysregulation: When to Call the Doctor

Ricki Robinson, MD, MPH

Not a Behavior Plan - A Developmental Plan: Applying Developmental Thinking to Adolescents in Crisis

Linda Cervenka, MA, CCC-SLP

3:40 - 3:45 PM EST | Break

3:45 - 5:00 PM EST

Learn to Read the Nervous System: How to Measure, Stabilize, and Sustain Regulation Using NeuroRelational Care
Connie Lillas, RN, MFT, PhD; Traci Swink, MD; Betty Peralta, MIT, MS-MHC, IMH-E®

5:00 - 5:10 PM EST | Closing

This presentation reconceptualizes regulation from a state to be attained and sustained to a dynamic, unfolding, and pervasive process that develops, moves and lives in the relational space between us, shaping the way we experience the world and one another.

In this presentation, deeper questions about regulation will be examined: Where does it begin? How does it develop? How do multiple biological and psychological systems converge to shape it? And how might relationship expand our capacity for regulatory range, flexibility, and growth? Further, the concept and process of regulation will be considered in line with the three dimensions of the DIR model: regulation as a dynamic developmental process; regulation as unique to each individual nervous system; regulation in the context of relationships and ending with an exploration of co-regulation.

As a result of this presentation, participants will be able to:

Describe the origins, development and multi -system contributions to regulation.
Discuss regulation in the context of the D -I -R.
Articulate the nature, qualities and role of co-regulation.

This presentation reconceptualizes regulation from a state to be attained and sustained to a dynamic, unfolding, and pervasive process that develops, moves and lives in the relational space between us, shaping the way we experience the world and one another.

In this presentation, deeper questions about regulation will be examined: Where does it begin? How does it develop? How do multiple biological and psychological systems converge to shape it? And how might relationship expand our capacity for regulatory range, flexibility, and growth? Further, the concept and process of regulation will be considered in line with the three dimensions of the DIR model: regulation as a dynamic developmental process; regulation as unique to each individual nervous system; regulation in the context of relationships and ending with an exploration of co-regulation.

As a result of this presentation, participants will be able to:

Describe the origins, development and multi -system contributions to regulation.
Discuss regulation in the context of the D -I -R.
Articulate the nature, qualities and role of co-regulation.

When a fussy baby becomes increasingly irritable, withdrawn, and difficult to connect with, where do parents turn—and what happens when they begin to fear something more is wrong?

This breakout session presentation tells the story of one family’s journey from concerns about colic to a diagnosis of early signs of autism at 8 months. Their experience changed dramatically when the parents became active partners in treatment and a collaborative team of occupational therapy and speech-language pathology came together to understand and support their child.

Through the lens of infant mental health practices and the DIRFloortime® model, the presenters will explore how guided parent-child interaction supported regulation, engagement, communication, and connection—and how this approach influenced the child’s developmental trajectory over the first three years of life.

Treatment video and reflections from the parents will offer an intimate look at the process: the challenges, the clinical reasoning, the collaboration, and the moments that created new possibilities for this family.

Most importantly, this session asks a fundamental question: What can change when parents are seen not simply as recipients of intervention, but as essential partners in their child’s development?

As a result of this presentation, participants will be able to:

Describe the impact of the child’s individual differences on the parent child interaction.
Describe interactive components of connectedness that support regulation, engagement, and social communication.
Discuss the benefits of parent participation in therapeutic intervention and potential problems that may arise.

This breakout session's case presentation follows Cooper’s decade- long journey at Soaring Eagle Academy, beginning with significant challenges in regulation, communication, motor, connection, and engagement.

Through an interdisciplinary approach, the team learned to understand his individual profile, recognize his stress responses, adapt the environment and tailor their interactions to help him become more available for connection and learning.

As Cooper progressed through middle and high school, the focus evolved from regulation and relationship-building to cognition, problem solving, academic engagement, peer relationships, and self-awareness. This presentation highlights how trusting relationships, individualized supports, interdisciplinary collaboration, and a commitment to utilizing integrated intervention supported Cooper’s growth from regulation to connection, connection to cognition, and cognition to community.

As a result of this presentation, participants will be able to:

Identify how an individual’s regulation, communication, motor, connection, and engagement profiles can impact their ability to access learning and participate in their environment.
Examine how interdisciplinary collaboration and integrated intervention can support student growth across developmental, academic, social, and functional areas.
Apply strategies for adapting interactions, environments, and supports to promote progression from regulation to connection to cognition to community.

Persistent Dysregulation (PD) in an individual, especially one who is neurodivergent and/or Autistic, can be one of the most difficult situations parents, practitioners, educators and the individual, themselves, faces.

This breakout session will explore PD by defining what it is, including its association with increased anxiety, and identifying the varied patterns of behavior that result from underlying PD. Then, using an expanded DIR model, consider when the PD may be due to underlying, undiagnosed medical conditions that require medical support. In other words, when is it time to “Call the Doctor.” This approach will be illustrated through real life cases from Dr. Ricki’s pediatric practice, devoted to the care of neurodiverse individuals, especially those who are Autistic. Undiagnosed medical conditions run the gamut of physiologic dysfunction affecting all of us. These commonly include: gastrointestinal issues, difficulty with sleep, acute and chronic infectious diseases, hormonal changes, seizures, and movement disorders. Through these case discussions, participants will practice DIR problem solving as we consider a child’s dysregulation as a clue to discover what underlying issues, medical and otherwise, might be severely affecting each child. Once these issues are identified and addressed, regulation, meaningful interaction, and continued developmental progress can once again be anticipated.

As a result of this presentation, participants will be able to:

Explain what persistent dysregulation (PD) is, how to recognize an individuals pattern of behavior when experiencing PD and the physiology underling PD.
Apply the DIR Model approach to consider possible underlying triggers, events, and challenges resulting in PD for a particular individual.
Discuss with clients the appropriate time to consult a physician to evaluate possible medical concerns for an individual with PD.

Adolescence brings rapid physical, emotional, and social changes. For pre-teens and teenagers with autism these transitions can be deeply challenging for both the students, their peers and their caregivers.

This breakout session presentation highlights how Soaring Eagle Academy’s multi-disciplinary thinking conceptualizes a student’s strengths, challenges and individual differences to promote development. Plans are developed with the following components to support students, classroom systems, families and staff:

Identifying early signs of stress and corresponding caregiver responses that calm nervous system(s).
Developing areas of need to promote regulation to learning from comprehension supports, pre-teaching and practice, environmental modifications, and social emotional learning.
Developing a consistent plan for more significant crisis.
Identifying designated staff that can facilitate regulation and promote positive patterns while ensuring physical and emotional safety for all involved. Additionally, this staff will share some of their own strategies for supporting their nervous systems during this vulnerable work throughout the school day.

Two primary areas of programming will be explored that are critical to this age population:

The expanding role a student’s sense of autonomy, self-competence and success plays in expanding their regulatory capacities as they move into adolescence and beyond.
Two transition age students with varying development and individual differences will be highlighted to demonstrate how regulation is supported through this relational interactive developmental framework.

What do we do when a student begins to act and say words and comments that are uncomfortable and not appropriate for a school environment? The importance of preserving a student’s relationship with their caregivers and peers, calming the classroom system and preserving dignity during developmental challenges will be highlighted through sharing the plan of a younger teen student as she navigates growing interest in peers and peer “crushes.”

As a result of this presentation, participants will be able to:

Formulate targeted caregiver and classroom responses that directly soothe and stabilize a student's nervous system.
Explain how specific language deficits contribute to emotional and behavioral regulatory challenges in students.
Distinguish the specific roles and positive relational patterns utilized by designated crisis-response staff during dysregulation and/or heightened stress for students and staff.

In this presentation, deeper questions about regulation will be examined: Where does it begin? How does it develop? How do multiple biological and psychological systems converge to shape it? And how might relationship expand our capacity for regulatory range, flexibility, and growth? Further, the concept and process of regulation will be considered in line with the three dimensions of the DIR model: regulation as a dynamic developmental process; regulation as unique to each individual nervous system; regulation in the context of relationships and ending with an exploration of co-regulation.

As a result of this presentation, participants will be able to:

Describe the origins, development and multi -system contributions to regulation.
Discuss regulation in the context of the D -I -R.
Articulate the nature, qualities and role of co-regulation.

As DIR practitioners, we are careful observers of the child's experience. We're skilled in describing the nuances of an interaction through the DIR lenses of developmental capacities and individual differences. We're trained in reflective processes, mindful of our own experiences, and practitioners of self regulation. In this session, we will shift our focus to caregivers, our collaborators and partners in this work, who carry their own complex, often invisible experiences that shape their regulation and participation in our shared work.

In this session, Rebecca invites participants to use infant mental health and occupational therapy frameworks to illuminate the unique occupational role of caregiver. Using brief clinical vignettes, we will expand our conceptualization of individual differences, looking beyond individual factors to consider how lived experiences, including history, community, and intersectional identities, influence caregiver regulation and other functional emotional developmental capacities.

Processes from DIR-FAN (Facilitating Attuned Interactions) will be offered to support practitioners in attuned, compassionate, relational support for caregivers in their essential role as partners in our DIR work.

As a result of this presentation, participants will be able to:

Use concepts introduced to analyze the occupational role of caregiver, describing essential tasks and potential barriers to role performance that influence a caregiver’s regulation.
Describe how the DIR framework of “individual differences” can be applied to individual factors within the caregiver and expanded upon to reflect intersectional identities in context of systems.
Apply aspects of the DIR-FAN process to support attunement and compassion for caregivers as partners in their work.

This breakout session presentation tells the story of one family’s journey from concerns about colic to a diagnosis of early signs of autism at 8 months. Their experience changed dramatically when the parents became active partners in treatment and a collaborative team of occupational therapy and speech-language pathology came together to understand and support their child.

Through the lens of infant mental health practices and the DIRFloortime® model, the presenters will explore how guided parent-child interaction supported regulation, engagement, communication, and connection—and how this approach influenced the child’s developmental trajectory over the first three years of life.

Treatment video and reflections from the parents will offer an intimate look at the process: the challenges, the clinical reasoning, the collaboration, and the moments that created new possibilities for this family.Most importantly, this session asks a fundamental question: What can change when parents are seen not simply as recipients of intervention, but as essential partners in their child’s development?

As a result of this presentation, participants will be able to:

Describe the impact of the child’s individual differences on the parent child interaction.
Describe interactive components of connectedness that support regulation, engagement, and social communication.
Discuss the benefits of parent participation in therapeutic intervention and potential problems that may arise.

Through an interdisciplinary approach, the team learned to understand his individual profile, recognize his stress responses, adapt the environment and tailor their interactions to help him become more available for connection and learning.

As Cooper progressed through middle and high school, the focus evolved from regulation and relationship-building to cognition, problem solving, academic engagement, peer relationships, and self-awareness. This presentation highlights how trusting relationships, individualized supports, interdisciplinary collaboration, and a commitment to utilizing integrated intervention supported Cooper’s growth from regulation to connection, connection to cognition, and cognition to community.

As a result of this presentation, participants will be able to:

Identify how an individual’s regulation, communication, motor, connection, and engagement profiles can impact their ability to access learning and participate in their environment.
Examine how interdisciplinary collaboration and integrated intervention can support student growth across developmental, academic, social, and functional areas.
Apply strategies for adapting interactions, environments, and supports to promote progression from regulation to connection to cognition to community.

This breakout session will explore PD by defining what it is, including its association with increased anxiety, and identifying the varied patterns of behavior that result from underlying PD. Then, using an expanded DIR model, consider when the PD may be due to underlying, undiagnosed medical conditions that require medical support. In other words, when is it time to “Call the Doctor.” This approach will be illustrated through real life cases from Dr. Ricki’s pediatric practice, devoted to the care of neurodiverse individuals, especially those who are Autistic. Undiagnosed medical conditions run the gamut of physiologic dysfunction affecting all of us. These commonly include: gastrointestinal issues, difficulty with sleep, acute and chronic infectious diseases, hormonal changes, seizures, and movement disorders. Through these case discussions, participants will practice DIR problem solving as we consider a child’s dysregulation as a clue to discover what underlying issues, medical and otherwise, might be severely affecting each child. Once these issues are identified and addressed, regulation, meaningful interaction, and continued developmental progress can once again be anticipated.

As a result of this presentation, participants will be able to:

Explain what persistent dysregulation (PD) is, how to recognize an individuals pattern of behavior when experiencing PD and the physiology underling PD.
Apply the DIR Model approach to consider possible underlying triggers, events, and challenges resulting in PD for a particular individual.
Discuss with clients the appropriate time to consult a physician to evaluate possible medical concerns for an individual with PD.

This breakout session presentation highlights how Soaring Eagle Academy’s multi-disciplinary thinking conceptualizes a student’s strengths, challenges and individual differences to promote development. Plans are developed with the following components to support students, classroom systems, families and staff:

Identifying early signs of stress and corresponding caregiver responses that calm nervous system(s).
Developing areas of need to promote regulation to learning from comprehension supports, pre-teaching and practice, environmental modifications, and social emotional learning.
Developing a consistent plan for more significant crisis.
Identifying designated staff that can facilitate regulation and promote positive patterns while ensuring physical and emotional safety for all involved. Additionally, this staff will share some of their own strategies for supporting their nervous systems during this vulnerable work throughout the school day.

Two primary areas of programming will be explored that are critical to this age population:

The expanding role a student’s sense of autonomy, self-competence and success plays in expanding their regulatory capacities as they move into adolescence and beyond. Two transition age students with varying development and individual differences will be highlighted to demonstrate how regulation is supported through this relational interactive developmental framework.
What do we do when a student begins to act and say words and comments that are uncomfortable and not appropriate for a school environment? The importance of preserving a student’s relationship with their caregivers and peers, calming the classroom system and preserving dignity during developmental challenges will be highlighted through sharing the plan of a younger teen student as she navigates growing interest in peers and peer “crushes.”

As a result of this presentation, participants will be able to:

Formulate targeted caregiver and classroom responses that directly soothe and stabilize a student's nervous system.
Explain how specific language deficits contribute to emotional and behavioral regulatory challenges in students.
Distinguish the specific roles and positive relational patterns utilized by designated crisis-response staff during dysregulation and/or heightened stress for students and staff.

We’ll begin by defining regulation as stability with flexibility and exploring how a child’s available energy—or Body Battery—shapes their capacity to engage, connect, learn, and recover.

Participants will then be introduced to observable Awake State Indicators and Internal Visceral Cues Checklists that help us read what the nervous system is communicating. We’ll demonstrate how these observations can be measured and tracked—from simple color-coded pie charts to Stress Logs that reveal patterns across activities, environments, and time.

Those patterns help teams identify where a child experiences Safety, Challenge, and Threat—and, importantly, what helps shift the nervous system toward greater stability. Individualized Trigger/Toolkit menus can then translate this information into practical supports that travel across settings.

Because regulation does not happen in isolation, we’ll also show how nervous-system information can become a shared language for the team—helping parents, educators, therapists, and other practitioners organize around the same patterns, priorities, and supports. What is learned at school can inform home, what is learned at home can inform school, and these observations can help strengthen collaborative planning and the IEP process.

Participants will leave with a concrete picture of how learning to read the nervous system can move us from responding to isolated behaviors toward recognizing patterns, individualizing support, coordinating teams, and building regulation that can be sustained across relationships and environments.

As a result of this presentation, participants will be able to:

Define regulation as stability with flexibility and describe the role of the Body Battery.
Read nervous system states using Awake State Indicators and Internal Visceral Cues.
Measure regulation using color-coded Pies and Stress Logs to track patterns across time and context.
Identify patterns of Safety, Challenge, and Threat to guide individualized stabilization strategies.
Apply nervous system patterns across settings and teams using shared Trigger/Toolkit menus to sustain regulation from home to school and school to home.

This event will be held live online via Zoom

All times are listed in Eastern Time (ET)
Use the time zone converter to find the corresponding time in your location

https://dateful.com/time-zone-converter

Recordings will be available to registrants until December 30, 2026

General Certificates of Attendance will be available in the conference dashboard post conference. Learners who attended the conference sessions live online will receive an email with a password to unlock their certificate of attendance. Make sure you enter your first and last name in Zoom, so we can identify you and so that your attendance can be tracked. If we cannot identify you or track your attendance we cannot provide a certificate of attendance.

Payment in full is required.

Cancellations more than 10 working days (Mon-Fri) before the start date of this program will result in a refund less a $35.00 cancellation fee. No refund can be given for a cancellation 10 or fewer working days (Mon-Fri) before this program start date. [October 30, 2026] Requests for refunds must be received in writing via email to conferences@profectum.org.

In the event that this program is canceled, you will be notified immediately via email and a credit will be issued toward a rescheduled program, or the entire submitted fee will be refunded without further liability on the part of the organizer.

If you require ADA accommodations or have a special needs request, please email conferences@profectum.org at least two weeks before the program start date so arrangements can be made.

Profectum uses video streaming and video conferencing as our standard technology tools. The conference relies on joining live online using Zoom. A strong internet connection is needed. Directly connect to your internet router or be as close to your wireless router as possible. Internet connection, computer power and/or Zoom may cause delays or out-of-sync videos.

Regulation: Foundations for Connection and Growth

Understanding Stress, Safety, Co-Regulation, and Resilience

About the Co-regulation & Resilience Symposium

Symposium Themes

Who Should Attend this Symposium?

Registration Fees

Registration & Fees

Symposium Schedule

Sunday November 15

The D, the I, and the R of Regulation: A Multi-System, DIR®-Inspired Perspective

Description

Of Course This Is Hard: Attuning to Caregiver Regulation

Description

The Cornerstone of Early Regulation is a Dance: Finding a Rhythm that Works

Description

Building Regulation, Building Success: Lessons from a Long-term Student Journey

Description

Persistent Dysregulation: When to Call the Doctor!

Description

Not A Behavior Plan - A Developmental Plan: Applying Developmental Thinking to Adolescents in Crisis

Description

Presentations & Speakers

The D, the I, and the R of Regulation: A Multi-System, DIR®-Inspired Perspective

Of Course This Is Hard: Attuning to Caregiver Regulation

The Cornerstone of Early Regulation is a Dance: Finding a Rhythm that Works

Building Regulation, Building Success: Lessons from a Long-term Student Journey

Persistent Dysregulation: When to Call the Doctor!

Not A Behavior Plan - A Developmental Plan: Applying Developmental Thinking to Adolescents in Crisis

Learn to Read the Nervous System: How to Measure, Stabilize, and Sustain Regulation Using NeuroRelational Care

This event will be held live online via Zoom

All times are listed in Eastern Time (ET)Use the time zone converter to find the corresponding time in your location

Recordings will be available to registrants until December 30, 2026

Thank you to our sponsors

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All times are listed in Eastern Time (ET)
Use the time zone converter to find the corresponding time in your location