SMART Foundations Course Descriptions

This 15-hour educational experience is divided into 5 Units. Each Unit combines:

  • Five 2 hr. live classroom meetings engaging these concepts through:
    • Embodied learning exercises
    • Video reflection
    • Live demo examples
  • Asynchronous didactic presentations on core concepts
  • Meaningful independent activities to apply learning to your clinical setting

The course is co-facilitated by SMART Trainers. Enrollment is capped at 24 participants. This beginning level course is a prerequisite for all future SMART courses and appropriate for Mental Health professionals, Social Workers, Psychologists, Marriage and Family Therapists, Mental Health Nurses, and Psychiatrists.

Unit One

Foundations of the SMART Treatment Model

Foundations of the SMART Treatment Model

  • Framework of SMART
  • The Hierarchy of Development and the Brain
  • Senses of Self
  • Foundations of Somatic Regulation and Attachment-Building

Learning Objectives

  • Describe at least 2 ways Developmental Trauma impacts a child’s developing brain
  • List 3 bottom-up processes in the SMART Hierarchy of Development that support higher cortical functioning
  • Identify one essential function of each of the following sensory systems - Tactile, Vestibular and Proprioceptive Systems
  • Describe the role of embodied play in SMART to support reworking and integration or traumatic experiences
  • Define co-regulation and describe its role in somatic regulation and attachment-building.
  • Recognize behavioral indicators of when a child is using auto-regulation, co-regulation and self-regulation
Unit Two

States and Regulation Tools

States and Regulation Tools

  • SMART as a state-based approach
  • SMART Regulation Map, Child Indicators of Integrated State, Traumatic States and Fluid Zones
  • Introduction to the 7 Tools of Regulation

Learning Objectives

  • Identify at least 2 behaviors that indicate when a child is functioning in an Integrated State or Traumatic States (Hyperarousal or Hypoarousal)
  • Describe 2 indicators that help you recognize when the child is functioning in the Fluid Zone on the SMART Regulation Map
  • Identify 3 Tools of Regulation (not equipment) as described in the SMART model and give an example of a child-based activity (e.g. handstand) as an example of each
Unit Three

Therapist Skills and Video Reflection

Therapist Skills and Video Reflection

  • Tending to Safety in SMART
  • SMART Therapist Skills
  • Role of Video and Video reflection for SMART Treatment

Learning Objectives

  • Describe 3 different ways to Tend to Safety from the SMART perspective
  • Explain 3 ways to adapt the physical space in a clinical setting to support Safety
  • Define 3 skills unique to SMART that reflect the importance of the body in child trauma treatment
  • Explain 2 reasons to your supervisor or program director how Video Reflection improves clinical work in the SMART model
Unit Four

Assessment and Treatment for Somatic Regulation and Trauma Processing

Assessment and Treatment for Somatic Regulation and Trauma Processing

  • Application of SMART components for Assessment
  • Role of video in Assessment
  • Specific coaching in how to apply skills and tools for
    • Enhancing somatic regulation
    • Processing traumatic material

Learning Objectives

  • Identify 3 behavioral indicators to Track Out for when assessing for Somatic Regulation in session
  • Identify at least 3 examples of non-verbal or embodied forms of traumatic expression
  • Utilize the SMART Regulation Map to assess a child’s state to determine if they are re-experiencing or reworking traumatic material
Unit Five

Assessment and Treatment for Attachment-Building and Integration of 
Course Content and 1 Month Follow-Up

Assessment and Treatment for Attachment-Building and Integration of Course Content

  • Specific coaching in how to apply skills and tools for attachment building
  • Integration of Trauma Processing and Attachment-building in a SMART treatment through use of discussion and clinical video
  • Embodied practice using multisensory equipment to support creating new rhythms of engagement.
  • Generalizing learning to home and community settings

Learning Objectives

  • List at least 2 forms of embodied play to support Attachment-Building and create new rhythms of engagement
  • Describe 2 different ways to involve caregivers in a SMART therapy to support generalizing new skills to daily life
  • Describe the goal of the integrative process of weaving Somatic Regulation, Trauma Processing and Attachment-Building in SMART

1 Month Follow-Up

  • Application of Video Reflection to assess Student learning retention
  • An introduction to the role of Consultation in SMART

Terms and Conditions

Refund Policy

100% (minus handling fee) refund 30 days prior, 50% up to 7 days prior, no refund under 7 days.

Cancellation

SMARTmoves reserves the right to cancel due to unforeseen events. In the event that a Training is canceled by SMARTmoves a full refund will be issued.

Anne Westcott, M.S.W.

Partner, Trainer, and Consultant; SMART Developer, Senior Faculty Sensorimotor Psychotherapy Institute; Private Practitioner, Boston, MA
Read Anne's Bio

​Alexandra Cook, Ph.D.

​​Partner, Trainer and Consultant, SMART Developer; Private Practitioner, Boston, MA

Elizabeth Warner, Ed.M, Psy.D

Partner, Trainer & Consultant, SMARTmoves, SMART Developer, Private Practitioner, Boston, MA

Heather Finn, LICSW

Partner, Trainer & Consultant, SMARTmoves, SMART Developer, Private Practitioner, Boston, MA

Grievance Policy

SMARTmoves, LLC seeks to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please submit a written grievance to: Alexandra Cook, 450 Lexington St. Suite 203, Newton MA 02466. Grievances would receive, to the best of our ability, corrective action in order to address identified concerns and prevent future issues.

Accommodations for the Differently Abled

SMARTmoves training facilities are handicap accessible. Individuals needing special accommodations, please contact: Heather Finn

Continuing Education

12 Units of Continuing Education Credit are pending through Commonwealth Educational Seminars for the following professions:

Psychologists

Commonwealth Educational Seminars is approved by the American Psychological Association to sponsor continuing education for psychologists. Commonwealth Educational Seminars maintains responsibility for these programs and their content.

Licensed Professional Counselors/Licensed Mental Health Counselors

Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Professional Counselors/Licensed Mental Health Counselors. Please visit CES CE CREDIT to see all states that are covered for LPCs/LMHCs. CES maintains responsibility for this program and its content.

Social Workers

Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Social Workers. Please visit CES CE CREDIT to see all states that are covered for Social Workers. CES maintains responsibility for this program and its content.

If applicable: Social Workers – New York State

Commonwealth Educational Seminars is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers. #SW-0444.

Licensed Marriage & Family Therapists

Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Marriage & Family Therapists. Please visit CES CE CREDIT to see all states that are covered for LMFTs. CES maintains responsibility for this program and its content.
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450 Lexington St., Suite 203
Newton, MA 02466
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