SMART Foundations Training Details

2. Course Syllabus/Learning Objectives

Unit 1: 

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 2:

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 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 3:

Therapist Skills and Video Reflection 

● Tending to Safety in SMART
● SMART Therapists 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 4:

Assessment and Treatment for Somatic Regulation & Trauma Processing

● Application of SMART components for Assessment
● Role of video in Assessment
● Specific coaching in how to apply skills and tools for

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 reexperiencing or reworking traumatic material.

Unit 5:

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

● Specific coaching in how to apply skills and tools for attachment building
● Integration of Attachment Building, Trauma Processing and Attachment building in a SMART Tx 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