『#182 Emotional Intelligence in the Classroom with NYT Best Seller Alyssa Blask Campbell』のカバーアート

#182 Emotional Intelligence in the Classroom with NYT Best Seller Alyssa Blask Campbell

#182 Emotional Intelligence in the Classroom with NYT Best Seller Alyssa Blask Campbell

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What if defiance is really dysregulation? In this episode I sit down with Alyssa Blask Campbell — New York Times bestselling author of Tiny Humans, Big Emotions, founder of Seed & Sow, and co-creator of the Collaborative Emotion Processing method — to talk about emotional intelligence, unique nervous systems, and why the behavior we find hardest is so often a child asking for support. When we see challenging behavior, we're usually looking at a nervous system that needs support — not a child who needs fixing. Alyssa breaks down the five components of emotional intelligence — self-awareness, self-regulation, empathy, motivation, and social skills — and why every one of us develops them differently. She shares a fresh way to understand empathy, a powerful reframe around the word "autistic" and our own implicit biases, and why so much of supporting a dysregulated child starts with regulating ourselves first. We also get into her flagship free tool, the regulation questionnaire built alongside OTs, and the sensory shift that's helping schools cut behavior support calls by 60 percent — not by adding more tools, but by matching the right tool to the child in front of you. We'll talk about: the five components of emotional intelligence, and why we each develop them differentlywhy regulation is never one-size-fits-alla fresh way to understand empathy: believing a feeling is true for the childthe Collaborative Emotion Processing method, and why most of it is about ushow implicit bias shapes the way we respond to an autism diagnosisthe free regulation questionnaire, and the sensory shift that cut behavior calls by 60% In This Episode, You'll Learn The five components of emotional intelligence: self-awareness, self-regulation, empathy, motivation, and social skillsWhy "the volcano" is such a powerful way to teach kids self-awarenessWhy regulation strategies have to match a child's unique nervous systemA new definition of empathy — connecting over what a child feels, not whyHow implicit biases quietly shape what we expect of an autistic childWhy supporting kids well starts with regulating ourselves firstThe difference between sensory-seeking and sensory-sensitive needs, and why the right tool mattersHow a free regulation questionnaire helps match the right support to the right childWhy predictable routines are regulating and build a child's autonomy Key Takeaways Challenging behavior is often a dysregulated nervous system asking for supportEvery human has a unique nervous system — regulation is not one-size-fits-allWe each develop the five components of emotional intelligence differentlyEmpathy means believing a child's feeling is true, no matter the reason behind itThe work starts with the adult: our self-awareness, our biases, our self-careThe right sensory tool beats more tools — match the tool to the childMeeting sensory needs for everyone can dramatically reduce behavior support callsPredictability regulates the nervous system and supports autonomyYour reactivity isn't failure; it's dysregulation — and there's a path forward Try This Name the "volcano" with a child to build self-awareness before the explosionAsk what truly calms this nervous system instead of defaulting to deep breathsPractice empathy by believing the feeling, without judging the reason for itNotice the story or bias behind your own reaction to a behaviorMap your own nervous system: what recharges you, and what drains youOffer a sensory tool to any child who needs it, not just to one labeled childBuild in predictable routines and transition objects to ease the dayRegulate yourself first, then return to the child with more capacity Related Resources & Links Seed & Sow — free Regulation QuestionnaireTiny Humans, Big Emotions by Alyssa Blask CampbellBig Kids, Bigger Feelings by Alyssa Blask CampbellPreschool Autism Summit (July 2026) We all have a unique nervous system, and none of us regulate the same way. When we stop trying to manage behavior and start getting curious about the human in front of us — what's dysregulating, what's regulating, what support would actually help — everything softens. Behavior becomes communication, and our job becomes connection. That's good for our autistic learners, and it turns out it's good for every child in the room.
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