Dr. Lori Baudino
firstname.lastname@example.org (310) 966-0700
I have been a practicing clinician for over a decade. I received my doctorate in Clinical Psychology and Masters in Creative Arts Therapy – Dance/Movement Therapy, which identifies symptoms and creates ways to express psychological and emotional experiences through the mind/body connection, ultimately transforming words into action.
I am the National Clinical Spokesperson for The Andréa Rizzo Foundation. With their sole funding, I brought the first Dance/Movement Therapy Programs to UCLA Mattel Children’s Hospital and Children’s Hospital Los Angeles, where I provide bedside therapy to children with cancer, special needs and terminal illness.
I have specialized in supervising, facilitating and providing treatment for children with special needs and their families. I have worked in psychiatric hospitals and at rehabilitation centers for trauma, addiction and pain management. I worked as the coordinator for Behavior Intervention Programs within the home/school setting.
I support individuals (on need basis) at Paradigm Malibu Adolescent Treatment Center.
In my private practice, I work with children of all ages and their families, and I have an inviting, tranquil setting to conduct the sessions.
Mindful teaching for the moving child – learn the insight necessary to be a teacher, a parent or practitioner. It starts with understanding the communication that occurs within our body; posture, gesture, words. Understanding our movement profile can provide an acceptance of our choices for rigid or chaos and promote a linkage to integration and connection. When we observe behavior as a movement pattern we can then change behaviors; gain/share control and connect vs. isolate.
Five Strategies for Mindful Teaching for The Moving Child: Embodying learning and support of emotional/behavioral regulation.
Our children live in their bodies so what better way to make sense of the world, and connect to them then by being in our body
As parents and educators, you are exposed to children’s endless movement (the nonverbal communication) that takes place through out the day. Whether they are adjusting to the social norms between peers, figuring out how to regulate their internal system from feelings of hunger, exhaustion/excitement, temperature, and even bodily needs, or how to make sense of paying attention and focusing on what is being taught -Movement is everywhere and its our innate way of communicating.
You can learn about the brain and most importantly how to help children remain in an alert calm state of focus not in a stressed response. Notice and model breathing, posture and facial affect; for example – walk in the room, takes a breath, relax shoulders and, soften eyes and smile. An inviting connection at the start of the day makes open opportunities for connection and redirection (I see…and now..)!
A mind/body connection supports a child’s integration to learn and experience his/her environment. Make sure to embody all lessons for optimal learning. For example: Can the children clap their words, stomp his/her spelling, and throw a ball to count?
Support experiences and differentiation. Have the child turn on their senses by focusing time on sounds, sights, and touch. Mindfulness does not mean sitting still. All these experiences can be an active part of the learning and allow for more learning.
Narrate what you see vs. labeling: When a child interacts with another, avoids a task, or gets upset. Instead of saying a name such as mean, bossy, lazy, difficult, disruptive – replace by “using your words” to say what is visually seen in movement and in the body. For example: you are sitting very still and have your head down; your face has a frown on it. The more specific the more opportunity for the child to recognize and change.
For every “no” statement share with the child what they can do (3 yes statements) you can’t hit your peer but you can hit the ball, the pillow, the table. You can stack blocks, or take a walk. Options are key to providing understanding of the students needs while also teaching communication and embodying change for the positive.