Self-Reg Media
Whether you are looking to find our latest Self-Reg interviews or are looking to book Stuart or Susan for an interview or podcast, look no further. TMC media and contact info is below.
Media Info
Stuart Shanker's Bio
Dr. Stuart Shanker (D.Phil) is a Distinguished Research Professor Emeritus of Philosophy and Psychology, the Founder & Visionary of The MEHRIT Centre, Ltd., and Self-Reg Global Inc. One of his many books, “Calm, Alert and Learning: Classroom Strategies for Self-Regulation (2012)”, is a top-selling educational publication in Canada. Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage With Life (2016), has garnered enthusiastic reviews and media attention throughout North America and has also been published in the United Kingdom, the United States, Poland, Germany, China, South Korea, Japan, the Netherlands, Georgia and the Czech Republic. His latest books are Self-Reg Schools: A Handbook for Educators (2019) and Reframed: Self-Reg for a Just Society (2020)
Over the past decade, Dr. Shanker has served as an advisor on early child development to government organizations across Canada and the United States, and in countries around the world. During this period, he became increasingly interested in the impact of excessive stress on child development and behaviour. Dr. Shanker’s five-step Self-Reg model, The Shanker Method®, is a powerful process for understanding and managing stress in children, youth and adults.
In 2012 Dr. Shanker founded The MEHRIT Centre as a Self-Reg learning and information centre. Dr. Shanker commits considerable time to bringing the research and science of Self-Reg to parents, early childhood educators, teachers, educational leaders, health practitioners and communities through presentations, master classes, online courses, webinars, publications, social media and blogs.
Stuart Shanker's Journey to Self-Reg
Dr. Stuart Shanker is a Distinguished Research Professor Emeritus of Philosophy and Psychology from York University, in Toronto, Canada and the Founder & Visionary of the MEHRIT Centre, Ltd. He is best known as one of the world’s leading authorities on self-regulation and child development.
An internationally acclaimed speaker, educator and author, Dr. Shanker has written many influential books and articles including, Self-Reg Schools: A Handbook for Educators co-authored with Susan Hopkins and Reframed: Self-Reg for a Just Society where he explores self-regulation in wider, social terms. Whereas his two previous books, Calm, Alert, and Learning and Self-Reg, were written for educators and parents, Reframed, the final book in the trilogy, unpacks the unique science and conceptual practices that are the very lifeblood of Self-Reg.
In 1975, Dr. Shanker, who had studied English literature at the University of Toronto, received a scholarship to study Philosophy, Politics and Economics at Oxford. At Oxford he won the Marian Buck Fellowship at Christ Church, where he received his B Phil in philosophy and his D Phil in the philosophy of mathematics. During his post-doctoral fellowship at Oxford he studied Wittgenstein’s critique of Alan Turing’s mechanistic theory of learning, which resulted in his 1998 book Wittgenstein’s Remarks on the Foundations of AI. During this period Dr. Shanker became highly interested in child development, which he studied under the eminent developmental psychologist, Jerome Bruner. This led to a burgeoning interest in the the role that emotion and social engagement play in language development. Shortly after Dr. Shanker accepted a position at York University, in 1986, he was cross-appointed in both the philosophy and psychology departments, which allowed him to pursue his interests in child development.
During the 1990s Dr. Shanker worked and collaborated with many prominent academics, scientists and clinicians, including the anthropologist Barbara King, the primatologist Sue Savage-Rumbaugh, and the linguist Talbot Taylor. In 1998 Dr. Shanker began an intensive training in child psychotherapy under the late Stanley Greenspan. He went on to write the award-winning The First Idea with Greenspan (2004).
In 2005 Dr. Shanker received a $7 million grant from the Milton and Ethel Harris Foundation to establish a state-of-the-art cognitive and social neuroscience centre at York University. From 2007 – 2012 he served as director of the Milton and Ethel Harris Research Initiative (MEHRI), which undertook a major study of an adapted version of DIR therapy for children on the autism spectrum. This study showed that the MEHRI version of DIR, called MEHRIT, greatly increased the children’s capacity to share and initiate joint attention and reciprocal interaction with their parents, and to develop important functional language skills.
In 2007, Dr. Shanker became the first President of the Canadian Council of Early Child Development. He worked closely with J. Fraser Mustard for the next two years and the two of them, together with Margaret McCain, published Early Years Study II in 2007.
Along with his work as a professor at York University, Dr. Shanker has served as an advisor on early child development to government organizations across Canada and the US and countries around the world, including. Australia, Bosnia, Colombia, England, Hungary, Ireland, Mexico, New Zealand, Northern Ireland, Peru, Romania, and Serbia. Most recently he served as the 2012 Thinker in Residence for Western Australia, and then returned two years later to follow up on the work that had been initiated during his tenure in Perth. He also served as Director of the Council of Human Development for ten years, an interdisciplinary dynamic systems think tank; and as the Director of the Canada-Cuba Research Alliance for six years.
Throughout his career, Dr. Shanker has studied the role of self-regulation in mental and physical wellbeing. He has focused on the beneficial role that stress plays in children’s development and learning and the worrying effects of excessive stress. Over the past five years he developed Shanker Self-Reg®, his five-domain model for understanding, recognizing and alleviating the negative impact of excessive stress. In 2012 he founded The MEHRIT Centre to promote and teach the practice of Self-Reg on a broader scale to teachers and parents. In 2016 he founded The Self-Regulation Institute (SRI) with its mission to enhance the health and wellbeing of children, youth, adults, and communities through integrative research steered by the innovative Self-Reg model. In 2020 he founded Self-Reg Global Inc. to establish Self-Reg on an international level, facilitating the development of Self-Reg initiatives around the world.
Degrees & Awards
Degrees
D.Phil., Oxford
B.Phil., Oxford. First Class
M.A., English Literature, University of Toronto. First Class
B.A., Philosophy, Politics, and Economics, Oxford. First Class
B.A., English Literature, University of Toronto. First Class
Awards
Canada Council Doctoral Fellowship and Postdoctoral Fellowship
Calgary Institute for the Humanities Fellowship
University of Alberta Mactaggart Fellowship
Izaak Walton Killam Fellowship at the University of Alberta
Walter L Gordon Fellowship at York University
Publications
Reframed: Self-Reg for a Just Society (2020)
Self-Reg Schools: A Handbook for Educators co-authored with Susan Hopkins (2019)
Self-Reg: How to Help Your Child (And You) Break the Stress Cycle and Successfully Engage with Life (2016), with Teresa Barker
Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (2012)
Early Years Study 2: Putting Science into Action (2007), with Fraser Mustard and Margaret Norrie McCain
Human Development in the 21st Century (2007), with Alan Fogel and Barbara J. King
The First Idea: How Symbols, language and intelligence evolved from our primate ancestors to modern humans. (2004), with Stanley Greenspan.
Selected Writings
Books
Shanker, S. (2020) Reframed: Self-Reg for a Just Society University of Toronto Press
Hopkins S., & Shanker, S, (2019) Self-Reg Schools A Handbook for Educators Toronto: Pearson Education Canada.
Shanker, S., Barker, T. (2016) Self-Reg: How To Help Your Child (And You) Break The Stress Cycle and Successfully Engage With Life. Penguin Random House Canada (foreign editions German, Korean, Polish, Czech, Japanese, Chinese, UK, USA)
Shanker, S. (2012). Calm, Alert, and Learning: Classroom strategies for self-regulation. Toronto: Pearson Education Canada.
Fogel, A., King, B. J., & Shanker, S. (Eds.) (2008). Human Development in the Twenty-First Century: Visionary ideas from systems scientists. Cambridge, UK: Cambridge University Press.
Greenspan, S. & Shanker, S. (2004). The First Idea: How symbols, language, and intelligence evolved from our primate ancestors to modern humans. Boston: DaCapo Press.
Greenspan, S. & Shanker, S. (2002). Toward a Psychology of Global Interdependency: A Framework for International Collaboration. Washington: ICDL Press.
Chapters
Shanker, S. & Hopkins, S. (2017). On becoming a self-reg haven. In W. Steele (Ed.), Optimizing learning outcomes: Proven brain-centric, trauma-sensitive practices. (pp. 30-57). New York: Routledge.
Shanker, S. & Casenhiser, D. (2013). Reducing the effort in effortful control. In T. Racine & K. Slaney (Eds), A Wittgensteinian perspective on the use of conceptual analysis in psychology (pp. 214-232). New York: Palmgrove Macmillan.
Shanker, S. (2012). Emotion regulation through the ages. In A. Foolen, U. M. Ludtke, T. P. Racine, & J. Zlatev, Moving ourselves, moving others (pp. 105-138). Amsterdam: John Benjamins.
Shanker, S. & Downer, R. (2012). Enhancing the potential in children (EPIC). In L. Miller & D. Hevey (Eds), Policy issues in the early years (pp. 61-76). London: Sage.
Greenspan, S. & Shanker, S. (2006). A developmental framework for depth psychology and a definition of healthy emotion functioning. In PDM Taskforce, Psychodynamic diagnostic manual (pp. 431-482). Silver Spring, MD: Alliance of Psychoanalytic Organizations.
Greenspan, S. I. & Shanker, S. (2005). Developmental research. In E. S. Person, A. M. Cooper, & G. O. Gabbard (Eds), The American Psychiatric Publishing textbook of psychoanalysis (pp. 335-360). Arlington, VA: American Psychiatric Publishing.
Psychology Today
Looking at ADHD With a Self-Reg Lens
Self-Reg: The Nature of Stress
Self-Reg: Self-Regulation vs. Self Control
“Lumos Solem” Breaking Free from a Stress Cycle
Reframing Temperament “Difficult” vs “Stressed”
Self-Reg and Holiday Stress: Restoring the Balance
Why is my Child so Mentally Lazy?
Journal Articles
See all of Stuart’s Publications Here
Shanker, S. (2018). Reframing High Math Anxiety: Avoiding the Perils of a Victorian Paradigm: Stemming the Divide. Reframe: The Journal of Self-Reg, 1(1), 1-18.
Hopkins, S., Shanker, S. & Leslie, R. (2017). Self-regulation, self-control, and the practice of Shanker Self-Reg. Reframe: The Journal of Self-Reg, 1(1), 58-75.
Burman, J. T., Green, C. D. & Shanker, S. (2015), On the meanings of self-regulation: Digital humanities in service of conceptual clarity. Child Development. doi: 10.1111/cdev.12395
Casenhiser, D., Binns, A., McGill, F., Morderer, O. & Shanker, S. (2014). Measuring and supporting language function for children with autism: Evidence from a randomized control trial of a social-interaction-based therapy, Journal of Autism and Developmental Disorders, 45(3). DOI:10.1007/s10803-014-2242-3 ·
García Domínguez, L., Stieben, J. · Pérez Velázquez, L. ·Shanker, S. (2013). The imaginary part of coherency in autism: Differences in cortical functional connectivity in preschool children. PLoS ONE 10/2013; 8(10):e75941. DOI:10.1371/journal.pone.0075941 ·
Casenhiser, D., Shanker, S. & Stieben, J. (2011). Learning through interaction in children with autism: preliminary data from a social-communication-based Intervention. Autism, 17(2). DOI:10.1177/1362361311422052
Shanker, S.G. (2008). In search of the pathways that lead to mentally healthy children. Journal of Developmental Processes, 3(1),22-33.
Greenspan, S. I., Brazelton, T. B., Cordero, J., Solomon, R., Bauman, M. L., Robinson, R., Shanker, S., & Breinbauer, C. (2008). Guidelines for early identification, screening, and clinical management of children with Autism Spectrum Disorders. Pediatrics, 121(4), 823-830. doi:10.1542/peds.2007-3833
Greenspan, S. & Shanker, S. (2007). The developmental pathways leading to pattern recognition, joint attention, language and cognition. New Ideas in Psychology, 25(2), 128-142. doi: 10.1016/j.newideapsych.2007.02.007
Shanker, S. (2004). Autism and the Dynamic Developmental Model of Emotions. Philosophy, Psychiatry, & Psychology 11(3), 219-233. The Johns Hopkins University Press.
Reports
Shanker, S. (2010). Foreword, Growing Miracles: The first six years with your child (2nd ed). Alberta Health Services.
Shanker, S. (2009). Foreword, Every Child Every Opportunity: Curriculum and Pedagogy for the Early Learning Program, Province of Ontario.
McCain, M. N., Mustard, J. F., & Shanker, S. (2007). Early years study 2: Putting science into action. Toronto: Council for Early Child Development.
Cordero, J., Greenspan, S. I., Bauman, M. L., Brazelton, T. B., Dawson, G., Dunbar, B., Mundy, P. C., Perou, R., Scott, K. G.,Shanker, S.G., & Stein, R. E. K. (2006). CDC/ICDL collaboration report on a framework for early identification and preventative intervention of emotional and developmental challenges. Atlanta: Centers for Disease Control.
Greenspan, S. I. & Shanker, S. (2005). Developmental research. In E. S. Person, A. M. Cooper, & G. O. Gabbard (Eds), The American Psychiatric Publishing textbook of psychoanalysis (pp. 335-360). Arlington, VA: American Psychiatric Publishing.
Contact Info
Media Inquiries: media@self-reg.ca
General Self-Reg Inquiries: info@self-reg.ca
Canadian Presentation Inquiries: info@self-reg.ca
International Presentation Inquiries: info@selfregglobal.com
Susan Hopkins's Bio
A passionate advocate for children, families, schools and communities, Dr. Susan Hopkins is the Executive Director of The MEHRIT Centre. Over Susan’s two decades of experience in education, she has worked in roles in the early years, K-12 and post-secondary across contexts from Italy to the Northwest Territories (NWT) including classroom teacher, program support teacher, vice-principal, district coordinator for inclusion, researcher, curriculum developer, and post-secondary instructor. Susan led the NWT implementation of the Early Development Instrument in kindergarten, co-authored the 10-Year Early Childhood Framework, developed the NWT play and culture-based kindergarten curriculum and led the Planning, Research and Evaluation division for the Department of Education. Under 5+ years of Susan’s leadership, The MEHRIT Centre has evolved into a highly respected, accessible, and successful center for teaching and learning Self-Reg. Susan recently co-authored the Self-Reg Schools Handbook for Educators and developed the online resources for the Principal’s edition with Stuart Shanker (Pearson, 2019).
Susan Hopkins is additionally the CEO of The MEHRIT Centre’s sister company Self-Reg Global.
Education & Work Experience
Education
2014 – January – June Project Management, Fast Track 1 and Fast Track 2 Programs
Continuing Education, University of British Columbia
2006 – 2011 Doctor of Educational Leadership, School of Advanced Studies, University of Phoenix.
Specialization: Curriculum and Instruction
Research: Lived experiences of resilience among Tłįchǫ high school graduates
2005 – 2007 Educational Leadership Program (GNWT and Acadia University partnership)
Part 1: Leading education in a culture-based system
Part 2: Educational leadership in the Northwest Territories
2004 – 2006 Master of Educational Technology
Faculty of Education, University of British Columbia
Specialization: Educational technology in Aboriginal community contexts
1997 – 1999 Bachelor of Education
Faculty of Education, University of British Columbia
Specializations: Elementary (K-7): Intermediate (grades 4-7); additional specialization in the expressive arts (drama, art, movement, music)
1990 – 1993 Bachelor of Arts
Faculty of Arts, St. Mary’s University
Major: Political Science
Academic Work Experience
2012 – 2016 – Facilitator, Queen’s University Continuing Education
Facilitated additional qualification courses: Kindergarten Part 1 and Part 2
Non-Academic Work Experience
2019 – Present CEO – Self-Reg Global
2015 – Present Executive Director – The MEHRIT Centre
January – June 2017 Acting Executive Director – The Self-Regulation Institute
2014 – 2015 Executive Director – The Society for Safe and Caring Schools and Communities Edmonton, Alberta
2004-2014 Department of Education, Culture & Employment, Government of the Northwest Territories
2013 – 2014 Director: Planning, Research and Evaluation – Department of Education, Culture & Employment, Government of the Northwest Territories
2011 – 2013 Coordinator: Early Childhood and Kindergarten (territorial) – Department of Education, Culture & Employment, Government of the Northwest Territories
2008 – 2011 Inclusive Schooling Coordinator (Regional: five schools, K-12) – Tlicho Community Services Agency, Government of the Northwest Territories
2004 – 2007 Vice Principal/ Classroom Teacher/Program Support Teacher – Elizabeth Mackenzie Elementary School, Tlicho Community Services Agency, Government of the Northwest Territories
2004 Classroom Teacher – Kitchenuhmaykoosib Inninuwug First Nation, Big Trout Lake, Ontario
1999 – 2003 Classroom Teacher (Year 1- 5, British Curriculum) – St. Louis International School, Milan, Italy
Research Projects
A Stakeholder Analysis and Environmental Scan of “Safe and Caring” policies, programs and approaches across Alberta (2014 – 2015): Project lead of provincial research team including academics from the University of Alberta and University of Calgary.
Social phenomenological research exploring lived experiences of Resilience of Aboriginal high school graduates from Behchoko (2010 – 2011): The doctoral research study explored lived experiences of resilience to inform strength-based educational policy development. Three conference papers were presented on this study (IIQM and AERA) and two articles published (Pimatisiwin, 2012).
Phenomenological research with the Tlicho Community Action Research Team (CART, 2011): The first phase of this evaluation research project required documentation of the lived experiences of CART team members as CBRs. One conference symposium (with CART at the IIQM) and one article published (Pimatisiwin, 2012).
Kindergarten curriculum development (2011 – 2013): Completed literature review; pan-Canadian environmental scan.
Early Development Instrument (2011 – 2014): Led three waves of the EDI implementation to gather data on the developmental health of 1500+ kindergarten children across the NWT.
Co-developed the Sense of Identity Index, EDI supplement: Co-developed with Dr. Magdalena Janus, McMaster University (2011 – 2012). The Index is as an NWT-specific supplement to the Early Development Instrument implementation. The Index was implemented across the NWT in March 2012 alongside the Early Development Instrument. A second collection of data took place in March 2013 and again in 2014. Small- scale pilots using the Index are underway in BC and Alberta.
Publications
Books
Shanker, Stuart and Susan Hopkins (2019). Self-Reg Schools: A Handbook for Educators. Pearson.
Book Chapters
Shanker, Stuart and Susan Hopkins (2017). Chapter 2 On Becoming a Self-Reg Haven. In Steele, William (Ed.) Optimizing Learning Outcomes: Proven Brain-Centric, Trauma-Sensitive Practices. New York, Routledge
Articles
Hopkins, Susan & Elizabeth Shepherd (2017) Masking stress with misbehaviour: A Shanker Self-Reg Lens. Reframe: The Journal of Self-Reg, 1(1), 40-57
Hopkins, Susan, Stuart Shanker & Rebecca Leslie (2017) Self-Regulation, Self-Control, and the Practice of Shanker Self-Reg. Reframe: The Journal of Self-Reg, 1(1), 58-75.
Martin, J. and Hopkins, S. (2012). Co-editors. Pimatisiwin, 10(2), 145-256. Editors of 11
articles from Northern researchers on the theme of: Restorying Northern Issues from Within.
Hopkins, S. (2012). Relational Flow Frames: Conducting Relationship-based Research in an Aboriginal Community. Pimatisiwin, 10(2), 177-190.
Hopkins, S. (2012). Situated social identities: The storied experiences of Tłįchǫ high school graduates. Pimatisiwin, 10(2), 231–248.
Hopkins, S. (2012). The Tłįchǫ Community Action Research Team: Place-based
conversation starters. Pimatisiwin, 10(2), 191–205.
Janus, M. and Hopkins, S. (2012). Constructing Measures of Northern Children’s Identity through Dialogue. Pimatisiwin, 10(2), 249-256.
Hopkins, S. (2012): Relational Flow Frames: A Model for Non-indigenous Researchers
Working With Indigenous Populations. 18th Qualitative Health Research Conference Symposium abstract: Restorying northern issues from Northern Perspectives Symposium. International Journal of Qualitative Methods, 11(5).
Hopkins, S. (2011). Place-based resilience: Ecologically framed experiences of Tlicho high school graduates. Paper presented at the American Educational Research Association annual meeting, April 2012.
Hopkins, S. (2011) Situated Social Identities: The Storied Experiences of Tłįchǫ High School Graduates: 17th Qualitative Health Research Conference abstract. International Journal of Qualitative Methods, 10(4), 502.
Peer Reviewing
Reviewer (2013). Polar Commission State of Northern Knowledge Report.
Application for Tenure Reviewer (2013). Faculty of Extensions, University of Alberta.
Peer Reviewer (2012-2014). The Canadian Journal of Sociology.
Peer Reviewer (2010-2013). Pimatisiwin: A Journal of Aboriginal and Indigenous Health, an open access journal directed at both academic and community researchers.
Reviewer for Aboriginal Content (2007-2008). Pearson Education: Math Makes Sense, grade 4, 5, 8.
Reports
Government of the Northwest Territories (February, 2014). A Framework for Early Childhood Development in the Northwest Territories: Action Plan. Yellowknife, NT: Departments of Education, Culture & Employment and Health and Social Services.
Government of the Northwest Territories (June, 2013). A Framework for Early
Childhood Development in the Northwest Territories: Right from the Start. Yellowknife, NT: Departments of Education, Culture & Employment and Health and Social Services. http://www.ece.gov.nt.ca/files/publications/ecd_framework_-_web_sept_2013.pdf
Hopkins, S. (March, 2013). Kindergarten Entry Age in the Northwest Territories: An Options Paper. Department of Education, Culture & Employment. Government of the Northwest Territories.
Hopkins, S. (January, 2013). Raising the Quality of Early Childhood Education in the Northwest Territories: A Discussion Paper. Department of Education, Culture & Employment. Government of the Northwest Territories.
Porter, D. & Hopkins, S. (December, 2012). Training of Early Childhood Educators in the Northwest Territories: A Discussion Paper. Department of Education, Culture & Employment Government of the Northwest Territories and Aurora College.
Hopkins, S. (August, 2012). Integrated kindergarten curriculum: A holistic approach to children’s early learning. Territorial pilot 2012-2013. Government of the Northwest Territories.
Martin, J., Bell, M., Hopkins, S. and Shahbaglian, B. (Nov., 2010). A Tlicho integrated services model: Survey findings. Behchoko, NT: Tlicho Community Services Agency.
Hopkins, S. (April. 2010). Tlicho assessment policies and practices: A review of existing expectations. Behchoko, N.T.: Tlicho Community Services Agency.
Hopkins, S. (March, 2010). Best practices in student assessment: A review of the literature. Behchoko, N.T.: Tlicho Community Services Agency.
Hopkins, S. (July, 2009). Hiring for quality instruction in Tlicho elementary schools.
Behchoko, N.T.: Tlicho Community Services Agency.
Hopkins, S. (Aug., 2009). Evaluation and supervision of instruction: A model for Tlicho schools. Behchoko, N.T.:Tlicho Community Services Agency.
Hopkins, S. (July, 2008). English language arts curriculum in the Tlicho region: Towards better articulation and alignment. Behchoko, N.T.: Tlicho Community Services Agency.
Hopkins, S. (May, 2007). New foundations for the Tlicho schooling system: Rearticulating our educational philosophy. Behchoko, N.T.: Tlicho Community Services Agency.
Hopkins, S. (April, 2007). A school development plan for Elizabeth Mackenzie Elementary School. Behchoko, N.T.: Tlicho Community Services Agency.
Hopkins, S. (Mar., 2007). School leaders and zero tolerance discipline policy: A deconstruction of beliefs. Behchoko, N.T.: Tlicho Community Services Agency.
Contact Info
Media Inquiries: media@self-reg.ca
General Self-Reg Inquiries: info@self-reg.ca
Presentation Inquiries: info@self-reg.ca
SELF-REG IN THE MEDIA
Stuart Shanker in the Online Publication CAPITAL CURRENT
The Carleton University journalism program online publication CAPITAL CURRENT reached out to our very own Stuart Shanker to get his take on "Pandemic pressures: COVID-19 restrictions cause concerns about development of young children". Read the article here.
Stuart Shanker talks about the Way Through COVID 19 on the podcast GOOD NEWS PLANET
GOOD NEWS PLANET podcast host Paul Sladkus talks with Stuart Shanker about the Self-Reg view of COVID 19 behaviours including Panic Buying, Hope, Comfort Foods, Care Mongering, and much more. Watch the podcast here.
Stuart Shanker on the Overnight America Podcast
In this podcast with host Ryan Wrecker, Stuart Shanker discusses REFRAMED, stress, self-regulation and how to get through bad behaviors we’ve picked up during quarantine. Listen to it here.
Stuart Shanker on the Voices of Our Village, Seed & Sew Podcast
In this Voices of Our Village podcast, Seed & Sew, Dr. Shanker discusses Self-Reg and how our sensory system is impacted when we interact with the world around us. Listen to the podcast here.
Dr. Stuart Shanker, in Early Childhood Ireland’s magazine; Early Times.
In this article for Early Childhood Ireland's magazine, Early Times, Stuart Shanker writes about Self-Reg; what it is and it's importance in early childhood development. Read the article here, on the media page of Self-Reg Global's website.
Stuart Shanker on the Building Extraordinary Lives podcast
In this podcast called Success Made to Last on the nationally syndicated Building Extraordinary Lives podcast, Dr. Stuart Shanker talks with Rick Tocquigny about how we stress children out and many specific solutions to help our children grow and prosper from these...
Stuart Shanker’s Podcast with Richard Dugan on Tell Me Your Story
In this recent podcast with Richard Dugan of Tell Me Your Story, Stuart Shanker discusses his newest book REFRAMED: Self-Reg for A Just Society. Stuart discusses his study of stress, his inspiration behind the development of Shanker Self-Reg and what lead him on his...
Susan Hopkins on Global News: Stress in Teenagers
In this Global News segment, The MEHRIT Centre's Executive Director Susan Hopkins shares how the steps of Shanker Self-Reg can be helpful for understanding and responding to teenager stress. Watch it here.
Susan Hopkins participates in The Behaviour Revolution’s Autism and ADHD Summits
The MEHRIT Centre's Executive Director Susan Hopkins is joining other parenting experts for The Behaviour Revolution's Autism and ADHD Summits. This parenting summit is all about helping you to help your child — and your family — thrive, and 36-hour access is free!...
2021 Course Calendar Now Available!
We are pleased to present the 2021 Self-Reg Course Calendar. There are Self-Reg learning opportunities for all, depending on where you are in your learning journey. To view the calendar, visit: 2021 Course Calendar. For a black and white, printer friendly version,...
Podcast with Pre-K Teach and Play – Evolution of the Brain and the Science of Stress with Dr. Stuart Shanker
In this Pre-K Teach and Play podcast episode, Dr. Stuart Shanker chats with Dr. Kristie Pretti-Frontczak and explains how his fascination with the American Revolution as a young school boy in Canada resulted in a passion for understanding how children (and humans in...
Below the Threshold of Your Awareness with Dr. Susan Hopkins
In this podcast with Pre-K Teach & Play, Dr. Susan Hopkins talks with Kristie Pretti-Frontczak about Self-Reg, her work at the Mehrit Centre and… What’s below the threshold of our awarenessWhat we need to do to co-regulateWhat’s going on in this thing called the...
PRESS RELEASES
2020 – REFRAMED by Dr. Stuart Shanker Book Launch
2019 – Self-Reg Europe® Trademark Granted
2019 – Self-Reg Schools: Handbook for Educators by Stuart Shanker & Susan Hopkins Book Launch
2017 – The Shanker Method® Trademark Granted
2017 – Shanker Self-Reg® Trademark Granted
2017 – Self-Reg by Dr. Stuart Shanker Paperback Book Launch
2016 – Self-Reg by Dr. Stuart Shanker Book Launch