Meet Our SRSS 2025 Presenters
Grab your tickets, and join us July 7-10, 2025 @ Trent University in Peterborough, Ontario to meet our amazing Self-Reg Summer Symposium presenters:
Alfredo R. Tinajero, PhD
Alfredo R. Tinajero is a Human Development specialist living in Toronto, Canada. His main professional interests include population initiatives that enhance the well being and healthy development in young children and adolescents. His experience in these programs is linked to countries in Africa, Asia and Latin America. He is an advocate of interdisciplinary work and early prevention programs. Alfredo has worked as a consultant in several organizations including UNICEF, UNESCO, Inter-American Development Bank, Brookings Institution, Christian Children Fund-Canada, Founders’ Network, and the SickKids Centre for Community Mental Health. He also has several international publications including an encyclopedia on child development, books and scientific articles. He currently works as an independent consultant and is a university professor.
Alicia Preston
Mindfulness Coach, Yoga Teacher, Teaching Assistant at The MEHRIT Centre
Alicia Preston is a mindfulness and self-regulation coach, yoga teacher, and Teaching Assistant with The MEHRIT Centre. With training in somatic practices, meditation, and trauma-informed education, she supports individuals and groups in cultivating resilience and well-being. Alicia brings a heart-centred approach to her work, helping educators and teams integrate mindful practices that nurture emotional awareness and self-regulation. She is a passionate advocate for smashing stigma and creating compassionate, inclusive spaces. Whether guiding movement, reflective inquiry, or Self-Reg learning, Alicia empowers others to reconnect with themselves and others through presence, care, and embodied practices. She continues to learn and grow alongside the Self-Reg community, grounding her work in relationship, regulation, and love.
Arlene Robinson
Self-Reg Online Learning Facilitator & Presenter
Arlene Robinson is a retired elementary school principal with over 30 years of experience in education. Based in Lakefield/Peterborough, Ontario, she is a wife and mother of two, and a lifelong learner committed to supporting others on their learning journeys. Arlene discovered Self-Reg while searching for ways to better support students and adults in navigating life’s challenges. What began as a professional interest became a personal transformation. She now facilitates and presents with The MEHRIT Centre, sharing Self-Reg as a powerful tool for growth, resilience, and understanding. Her areas of focus include transitions, school leadership, and adult learning. Arlene believes that Self-Reg benefits everyone—helping us become our best selves, regardless of our starting point.
Brenda Smith-Chant, PhD
Associate Professor, Researcher, Self-Reg Collaborator
Brenda Smith-Chant is an associate professor and former Science Director of the Self-Regulation Research Institute. Her research explores how experience, education, and social programs shape cognition, memory, and behaviour. She studies how children acquire foundational math and literacy skills, how social programs influence development, and how community-based initiatives foster change. Brenda’s current projects include Count Me In!, the Cuba/Canada Initiative, and the Aboriginal Community Activator Pilot Program. Focused on bridging community and academic research, Brenda helps extend Self-Reg’s real-world impact through strong partnerships and an evidence-informed lens grounded in lived experience.
Casey Burgess, PhD, R.P.
Registered Psychotherapist, DIRFloortime Practitioner,
Self-Reg Online Learning Facilitator & Presenter
Casey Burgess is a Registered Psychotherapist with a Master’s in Education and a Ph.D. in Cognition and Learning. With over 25 years of experience, she has supported neurodiverse children and youth, including those on the autism spectrum, in British Columbia and Ontario. Based in Sault Ste. Marie, she runs a private psychotherapy practice offering services for children, youth, and adults. A certified DIRFloortime practitioner, Casey applies a relationship-based Self-Reg approach to support development through connection, play, and co-regulation. She also provides professional development, consultation, and teaches psychology at Algoma and Yorkville Universities. Casey facilitates learning through The MEHRIT Centre and stays balanced through yoga, music, nature, laughter, and her family.
Cassie St. Amand, B.Ed., OCT, Entrepreneur
Teacher and Play Advocate, Family Coach, Self-Reg Champion
Cassie St. Amand is an educator and Self-Reg advocate with nearly 20 years of experience in early childhood education, elementary teaching, family coaching, and teacher training. She is an engaging speaker who brings professional learning to life in a fun and meaningful way. Cassie founded Applejacks Preschool in Toronto, a Reggio-inspired, nature-based preschool where Self-Reg principles are woven into daily practice. She holds certificates from Self-Reg learning programs through The MEHRIT Centre and facilitates workshops and coaching sessions for parents and educators. A mother of three in a blended family, she brings lived experience to her work, creating compassionate, inclusive environments that nurture growth. Cassie is deeply committed to helping families and educators support the emotional and developmental needs of young children.
Cathy Lethbridge, BEd, OCT
Principal, Simcoe County District School Board
Cathy Lethbridge is a principal with the Simcoe County District School Board and has worked in education for 39 years. She discovered Self-Reg at the first Self-Reg Summer Symposium in 2015 and became a committed advocate, embedding its principles in her school leadership and central board work. Cathy focuses on staff and parent well-being and uses Self-Reg to support student learning through co-regulation. She applies the framework personally and professionally and is passionate about its power to change trajectories. Cathy treasures co-regulating with her granddaughter Nova and values the community and insights she has found through her work with The MEHRIT Centre.
Cheryl Shanahan
Cheryl serves as the Primary School Counsellor at Hong Kong Academy. Her responsibilities encompass collaborating with teachers, administrators, and parents to implement a comprehensive and proactive well-being program, extending both within and beyond the school day. Cheryl advocates for student voice, choice, and ownership as essential components of learning, striving to ensure learners feel acknowledged, heard, and understood. With over two decades of experience engaging with children in clinical and educational environments, from early childhood to upper primary, Cheryl emphasizes the significance of human connection and the strength derived from cultivating robust relationships within the learning community. She holds a Bachelor of Education from Trent University, a Master’s degree in Inclusive Education, and a Postgraduate Diploma in Play Therapy.
Claudio Moschella, M.Ed.
Elementary Principal, Self-Reg Facilitator, Parent
Claudio Moschella is an elementary principal in Ontario and a Self-Reg facilitator with The MEHRIT Centre. He began his Self-Reg journey while supporting newcomer students and families from Syria and quickly recognized its impact. Claudio now integrates Self-Reg across his school and school board, supporting educators and students in building safe, connected environments. A devoted father, he also brings a parenting lens to his leadership, modelling co-regulation in all aspects of his work. Claudio is passionate about helping others build their own understanding of Self-Reg and believes deeply in its capacity to transform school culture and personal relationships.
Crystal Carbino, RECE
Designated Early Childhood Educator, Simcoe County DSB
Crystal Carbino is a Registered Early Childhood Educator with 24 years of experience across child care and public school settings. She currently works as a DECE in kindergarten with the Simcoe County DSB and previously served as an Early Childhood Resource Consultant. In that role, she helped lead Ontario’s full-day, play-based kindergarten rollout. Crystal has studied Self-Reg for over a decade and holds multiple certificates from Self-Reg learning programs through The MEHRIT Centre. She facilitates professional development for educators and is passionate about supporting well-being and achievement through co-regulation and inclusive practice.
Joe Persia, M.Sc. Ed.
Elementary Principal, Self-Reg Leader
Joe Persia is an elementary principal with more than 30 years of experience in education and advanced study in Self-Reg. He has taught students from kindergarten to post-secondary and worked extensively with children with learning and developmental exceptionalities. Joe’s leadership is grounded in neuroscience, co-regulation, and resilience. He serves on his district’s Self-Reg Steering and Staff Wellness Committees and is dedicated to supporting educators and students through environments that foster safety and connection. Joe’s work is informed by action research and lifelong learning, with Self-Reg as a foundation for improving student outcomes and overall well-being.
Joel Gunzburg, LCSW-C
Assistant Head of Lower School, Sandy Spring Friends School
Joel Gunzburg is a Licensed Clinical Social Worker based in the United States with over 20 years of experience in both public and independent schools. He currently serves as Assistant Head of Lower School at Sandy Spring Friends School and previously worked as the Lower School Counselor. Joel also operates a group therapy practice in Bethesda, MD, supporting children, adolescents, and families. He designs and delivers SEL workshops and professional learning rooted in Self-Reg principles. Joel’s work blends emotional learning, co-regulation, and mental health awareness to support the development of safe and emotionally healthy school communities.
John Shanahan
John is a strong proponent of equitable learning opportunities for all students, recognizing the profound and reciprocal benefits derived from learning within a diverse community. He is an Australian-trained educational and developmental psychologist and learner support teacher with two decades of experience. Prior to his tenure at Hong Kong Academy, he maintained a private practice, offering psychological and educational support to families and international schools throughout Asia. John provides consultation, advocacy, and professional development on topics including inclusion, socio-emotional resilience, and learning enhancement. He is also dedicated to his work with non-profit organizations, having served on the executive committee of the Dyslexia Association of Hong Kong and the Psychotherapy Society of Hong Kong, where he holds the position of Honorary Past President. Currently, John serves as an advisor to Kids4Kids, a local Hong Kong charity internationally acclaimed for its efforts in encouraging international school students to engage with at-risk communities in Hong Kong. Additionally, John is a member of the Executive Committee and chairs the Safety Committee for Outward Bound Hong Kong.
Kaitie Westbrook, MSW, RSW
Mental Health Lead, Huron-Perth Catholic District School Board
Kaitie Westbrook is the Mental Health Lead for the Huron-Perth Catholic District School Board in Ontario. A Registered Social Worker with a Master of Social Work from Dalhousie University, Kaitie previously supported students directly through school-based interventions. In her current leadership role, she works with the superintendent to develop and implement the board’s mental health strategy. She provides system-wide consultation and collaborates with researchers from Queen’s and Western Universities on evidence-informed initiatives. Kaitie brings a trauma-informed, Self-Reg perspective to her work and is committed to creating compassionate, mentally healthy learning environments for students, staff, and families.
Kristin Wiens
Inclusion Coordinator, Sooke School District
Kristin Wiens is an Inclusion Coordinator with the Sooke School District (#62) in Victoria, BC, where she supports inclusive education from Kindergarten through Grade 12. Her current focus is helping students with disabilities transition successfully to adulthood. A skilled facilitator, she leads workshops on Self-Reg, mindfulness, visuals, and transition planning. Kristin has also worked as a Child and Family Counsellor, Education Assistant, and Integration Support Teacher. She is the author and illustrator of My Gratitude Jar and Applied Self-Reg for Education Assistants (2025), and a contributor to the related TMC course. Her widely recognized visuals are used by educators across Canada and internationally to foster understanding and engagement in learning.
Laura Newell, MEd
Special Education Resource Teacher, M.Ed.
Laura Newell is a passionate educator with over 20 years of experience, currently working as a Special Education Resource Teacher with the Toronto District School Board. Her background includes teaching Kindergarten, Grade 1, and Elementary Music in the Peel DSB. She holds a Master of Education from OISE, a Kindergarten Specialist certification, and Orff music training from the Royal Conservatory of Music. Laura contributed to system initiatives such as the Peel Early Years Collaborative and served as an Early Years Site Lead. A dedicated practitioner of Self-Reg, she integrates its principles into her teaching and life, having completed multiple programs through The MEHRIT Centre. Laura also supports TMC’s online learners as a Teaching Assistant. A proud mom of two, she enjoys weaving music, nature, and a deep commitment to student well-being into her daily work.
Marie Edwards, MEd., PhD
Assistant Professor, Acadia University
With over 30 years of experience, Marie Edwards has served in diverse teaching and leadership roles in both Australia and Canada. Her journey with Self-Reg began in 2010 after hearing Dr. Stuart Shanker speak, sparking a shift that shaped her work as a principal and teacher in British Columbia. Now based in Nova Scotia, Marie is an assistant professor at Acadia University, teaching preservice educators and conducting research on developing teacher self-regulation to support stress management. A TMC facilitator and course contributor, she has completed several Self-Reg learning programs. Marie stays grounded through outdoor activity, music, and creative arts—and is passionate about supporting well-being through Self-Reg in schools and teacher education.
Melissa Pinnell
Teacher, Self-Reg Facilitator, Specialist in Special Education
Melissa Pinnell has supported exceptional learners since 2007, working with children and youth from infancy to age 20 in both schools and home settings. She holds teaching specialists in Special Education, Reading, and Deaf Education. Melissa first encountered Self-Reg at SRSS 2017 and has since completed Foundations, Facilitators, and Early Childhood Development courses through The MEHRIT Centre. She continues to be inspired by the many ways Self-Reg connects neuroscience with the question of “why and why now?” in behaviour and learning. Melissa supports the growth of students and educators through curiosity, compassion, and science-informed insight. Her personal Self-Reg strategies include hiking, Pilates, baking, singing along with the radio, and spending time with family and friends.
Paula Jurczak, RCC, RSW
Dean of eLearning, The MEHRIT Centre
Paula Jurczak is a Registered Clinical Counsellor, Social Worker, DIR Training Leader, and the Dean of eLearning at The MEHRIT Centre. With a background in mental health and social work, Paula supports infants, children, and youth with complex needs. She uses DIR and Self-Reg models in clinical therapy, supervision, and consultation. Paula provides training across schools, clinics, and community agencies throughout Canada and internationally. Her work focuses on co-regulation, reflective practice, and systems-level change. Paula is a respected leader in Self-Reg learning and is dedicated to transforming care through relationship-based support and trauma-informed education.
Sonia Mastrangelo, PhD, MA, B.Ed
Professor & Assistant Dean, Faculty of Education, Lakehead University (Orillia)
Sonia Mastrangelo is a Professor and Assistant Dean in the Faculty of Education at Lakehead University (Orillia). With nearly two decades of collaboration with Dr. Stuart Shanker, she is a leading voice in self-regulation and applied Self-Reg research. She recently completed a three-year Self-Reg project with Mishkeegogamang First Nation, culminating in a documentary film, and leads a developing Self-Reg research initiative with educators in Ecuador. Sonia has also received multiple federally funded research grants in areas including autism, early learning, and inclusion. A former special education teacher with the Dufferin-Peel DSB and certified Miller Method therapist, she presents internationally on autism, inclusive education, early years, and play-based learning. Sonia also consults with schools and clinics and speaks widely with parents and educators about autism, self-regulation, play, and developmentally appropriate practice. Her work bridges research and real-world impact, supporting children, families, and communities.
Susan Hopkins, MET, EdD
Executive Director, The MEHRIT Centre
Susan Hopkins is the Executive Director of The MEHRIT Centre and an international leader in the Self-Reg movement. She has more than 25 years of experience in education and child development and has worked across diverse contexts—from the Tłı̨chǫ region of the Northwest Territories to schools in northern Italy. Susan supports educators, parents, researchers, and policy makers in using Self-Reg to enhance well-being. She is the co-author of Restoring Resilience (2025) and Self-Reg Schools: A Handbook for Educators (2019). Through storytelling, strategy, and systems thinking, Susan brings the science and spirit of Self-Reg to life.
Teri Rubinoff, PhD
Educator, Researcher, Self-Reg Course Facilitator
Teri Rubinoff is the Programming and Research Coordinator at The Mentoree, a Course Facilitator with The MEHRIT Centre, and an Instructor with Queen’s and Lakehead Universities. She brings extensive experience from her roles in K–12 education, including Special Education and Early Years Consulting. Teri earned her PhD in Education at York University, where she studied inclusive education, teacher preparation, and disability studies. Her work centers on co-regulation and relational learning across the lifespan of educator development. Teri’s academic and practical focus includes play-based learning, teacher mentorship, and self-regulation as a foundation for inclusion, growth, and resilience in schools and systems.
Trisha Mendoza, MSW, RSW
Self-Regulation Consultant and Therapist
Trisha Mendoza is a Registered Social Worker and Psychotherapist with two decades of experience in education, child welfare, and mental health. She works as a Self-Regulation Consultant with CSC Providence, a French-language school board in Southwestern Ontario, supporting school staff and teams in shifting from a self-control to a self-regulation lens. Trisha also operates a private practice where she serves youth and families facing barriers to therapy. A Self-Reg learner and facilitator, Trisha weaves the framework into her clinical work, school-based practice, and personal life—helping others build capacity through empathy, co-regulation, and relational safety.