Our Inside Worlds and Outside Worlds: Interoception, Attunement & Vitality
Presenter
- Ira Glovinsky, Ph.D., Glovinsky Center and Fielding Graduate University
Session / Time
- Breakout Session IV
- 2:45 - 3:45 p.m.
- Bedford Room
Description
This workshop will explore the importance of interoception as a prerequisite for development of self and emotional and self-regulation, affective development and the importance of relationships for learning. Relationships develop through interactions that are in a context of vitality affects. Participants will benefit by learning about the three concepts that are generally not addressed in many training programs and are essential for optimal development.
Goals / Content / Intentionality
Interoception, attunement, and vitality affects are prerequisites for optimal functioning in a classroom setting. Behavioral problems in the classroom have an underlying basis in interoception and relationship derailment. Professionals most often focus on the behavior they see in front of them and do not address the underlying disturbances that are often related to problems in interoception, misattunements, and weaknesses in expressing the dynamics of emotion, i.e., vitality affects. By addressing the inner and outer components of interoception, attunement, and vitality affects, we develop relationships that are the necessary foundations of adaptation and school readiness.
By the conclusion of this session, participants will:
- develop an understanding of the concepts of interoception, attunements and vitality affects,
- examine how interoception, attunement and vitality affects promote adaptation in relationships
- identify problems in school that are based on interocpetion, attunement and vitality affects, and
- describe how interocpetion, attunements and vitality affects influence learning and apply these concepts to their professional experiences.
Presenter Bio
Ira Glovinsky, Ph.D., Fielding Graduate University
Ira Glovinsky, Ph.D., Fielding Graduate University
Ira Glovinsky, Ph.D., received his undergraduate and advanced certification in school psychology, as well as his Ph.D. in special education, from Brooklyn College. He is a fully licensed psychologist in Michigan specializing in pediatric mood disturbances and in autism spectrum disorders. He has written on pediatric bipolar disorder and co-authored two books with Dr. Stanley Greenspan. He has co-led the doctoral program in infant and early child development with an emphasis on mental health and learning at Fielding Graduate University and developed a three-course concentration on reflective practice/supervision at Fielding Graduate University.
