Tuning In to Development

In this episode of Tuning In To Development, host Kassie Allison talks with Susan Hopkins, EdD, Executive Director of the MEHRIT Centre and a leader in Dr. Stuart Shanker’s Self-Reg framework. Dr. Hopkins explains that when people refer to self-regulation as a goal, what they often mean is self-control. She explains the difference between the two concepts through the Self-Reg lens.

Dr. Hopkins describes Self-Reg as a neurobiological, human-centered five-step method: reframe behavior, recognize stressors across five domains, reduce stress, reflect through embodied awareness/interoception, and restore via state change. She discusses how Self-Reg aligns with DIR by emphasizing attention to individual differences, relationships, and the environment, emphasizing that adults’ states shape children’s regulation.

Dr. Hopkins offers real-life home and school examples showing why strategies may be inaccessible when dysregulated and the importance of pondering “Why and why now?” She directs listeners to Self-Reg.ca for resources, books, courses, and weekly Facebook Live sessions.

Key Takeaways

Self-regulation is not self-control. Regulation is about managing stress, not simply staying calm, quiet, or compliant.

Behavior communicates something. Ask “Why?” and “Why now?” to understand the stressors contributing to a child’s behavior.

Stress affects access to skills. When overwhelmed, children may struggle to use strategies or skills they can access when regulated.

Adults are part of the equation. Our own stress and regulation influence our ability to support children through co-regulation.

Connection matters more than control. Relationships, individual differences, and environmental factors are essential to supporting regulation.

Look beyond the visible behavior. Hidden stressors can accumulate throughout the day, contributing to challenges at home and school.

Adults can make the first shift. Reframing behavior and reducing stress can create opportunities for connection, learning, and growth.

Resources

Susan Hopkins, EdD (she/her)
Executive Director, The MEHRIT Centre

Susan Hopkins is Executive Director of The MEHRIT Centre, Dr. Stuart Shanker’s organization and the home of the Self-Reg framework. An international leader in Self-Reg, she co-creates online courses with Dr. Shanker that have reached thousands of educators worldwide. With more than 25 years of experience across Canada and internationally, Susan works across early childhood, K–12, and the systems that support children and youth. She has led in school administration, inclusion, and the early years, and has delivered hundreds of presentations to educators, leaders, and communities. Her work brings brain-body science and co-regulation to life in real-world contexts. Susan is co-author of Restoring Resilience (2025), Self-Reg Schools (2019), and Applied Self-Reg for Educational Assistants (2026). Known for her engaging storytelling and practical insight, she helps educators and leaders reframe behaviour and create the conditions for well-being, connection, and learning.

Presenter Location: Halifax, Nova Scotia

About The MEHRIT Centre: https://self-reg.ca/

Restoring Resilience (2025)

Self-Reg Schools (2019)

Applied Self-Reg for Educational Assistants (2026)

Related Resources

Profectum November 15, 2026 Symposium

Regulation: Foundations for Connection and Growth - Understanding Stress, Safety, Co-Regulation, and Resilience

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In this episode of Tuning In To Development, Kassie Allison talks with clinical psychologist and professional speaker Dr. Matt Zakreski, PsyD about twice exceptionality (2E): the intersection of giftedness and neurodivergence. Together, they explore what 2E can look like when giftedness masks a disability, or when neurodivergence makes giftedness harder to recognize.

Kassie and Dr. Matt discuss asynchronous development, executive functioning, perfectionism, imposter syndrome, anxiety, emotional intensity, and the unique challenges that can emerge when a child is intellectually advanced but still developing social, emotional, or self-regulation skills. The conversation also explores burnout and the cost of constantly pushing through high-demand environments.

Dr. Matt offers practical ideas for parents, educators, and clinicians, including supporting strengths while accommodating areas of difficulty, protecting downtime, creating meaningful opportunities for social development and play, and recognizing that struggling in one area does not erase a person's strengths.

Above all, this conversation is a reminder that development does not happen on a single timeline—and that when we understand the whole person, small changes can make a difference across every area of life.

Key Takeaways
Twice-exceptional individuals can have significant strengths and significant areas of difficulty at the same time. Giftedness may compensate for—or conceal—challenges with executive functioning, learning, attention, or other areas.

Development can also be asynchronous. A child capable of sophisticated intellectual thinking may still need age-appropriate—or sometimes greater—support with emotional regulation, social skills, daily routines, and executive functioning.

And perhaps most importantly, support doesn't have to mean pushing harder. Downtime, play, accommodations, structure, opportunities for genuine social development, and building from a child's strengths can all matter.

As Dr. Matt and Kassie discuss near the end of the episode, different areas of a child's life are interconnected. A positive change in one area can have an impact across many others. 

Resources

About Dr. Matt Zakreski
https://www.drmattzakreski.com/

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The return to school can bring excitement and new opportunities, but it can also introduce changes in routines, relationships, sensory experiences, and expectations that may feel overwhelming for children and families.

In this episode of Tuning In to Development, guest host Jennie Trocchio, PhD with guests LaChan V. Hannon, PhD and Michael Hannon, PhD explore how parents, caregivers, educators, and professionals can support children as they transition into a new school year. The conversation looks beyond simply preparing school supplies and schedules to consider the developmental foundations children need to feel safe, connected, regulated, and ready to learn.

Listeners will hear practical ideas for easing transitions, preparing for unfamiliar environments, recognizing signs of stress or dysregulation, and collaborating with teachers and school teams. The episode also emphasizes the importance of understanding each child’s individual differences rather than expecting every student to adjust to school in the same way or on the same timeline.

Whether a child is beginning school for the first time, entering a new classroom, or returning to a familiar setting, this episode offers a compassionate reminder that successful learning begins with relationships, emotional safety, and support that is responsive to the individual child.

Wandering, also known as elopement, is one of the most significant safety concerns facing many Autistic individuals and their families. Nearly half (49%) of Autistic individuals will wander at some point, and among Autistic children under the age of 14, 91% of deaths following wandering are the result of drowning. These sobering statistics underscore the importance of understanding why wandering happens and how families and communities can help keep children safe.

In this episode of Tuning Into Development, host Kassie Allison is joined by Katie Wentley of the Autism Society of America to explore the many reasons individuals may wander, from sensory needs and curiosity to dysregulation and changes in routine. Together, they dispel common misconceptions, discuss the connection between wandering and water safety, and share compassionate, practical strategies that empower families to reduce risk while supporting each child's unique developmental profile.

Listeners will come away with actionable guidance on home safety modifications, swim instruction, emergency planning, and free resources available through the Autism Society of America. Whether you are a parent, caregiver, educator, or professional, this episode offers valuable insights and practical tools to help create safer, more supportive environments for Autistic individuals and their families.

In this episode of Tuning in to Development, host Kassie Allison sits down with Rachel Dorsey, an autistic speech-language pathologist in the Greater Boston area, to explore how authentic relationships can foster social confidence, connectedness, and resilience. Rachel shares her approach to creating natural opportunities for social engagement while actively neutralizing shame and affirming neurodivergent identities. She discusses the importance of being a genuinely interested, safe adult who embraces clients’ passions to support self-esteem and meaningful relationships. The conversation also examines how interventions intended to support autistic children may unintentionally communicate that a child needs to be “fixed” while overwhelming the nervous system, and why advocacy often takes the form of quietly building resilience through trust and connection. Finally, Rachel highlights the profound impact of loneliness and the motor-planning challenges that can limit social participation for nonspeaking or unreliably speaking individuals.