The New 3 R’s: Mindfulness Based Resilience, Regulation, and Relationships

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Clinical Resource Guide: The New 3 R's: Resilience, Regulation, and Relationships

Grounded in Polyvagal Theory, advanced neuroscience, and somatic practices, this toolkit introduces The New 3 R's: Resilience, Regulation, and Relationships. Rather than attempting to "fix" deficits, this resource equips you with bottom-up frameworks to validate stimming, navigate alexithymia, manage the "masking tax," and practice low-demand relational safety. Complete with ready-to-use client worksheets, this guide transforms the therapeutic relationship into an authentic co-regulation system built on neurological respect.

Mental health clinicians, school psychologists, and school counselors are increasingly asked to support students who present with complex emotional, behavioral, and learning needs, often while navigating rapid changes in technology, shifting educational expectations, and rising levels of stress and dysregulation in school environments. This training introduces The New 3 R’s for 21st-Century Practice: Resilience, Regulation, and Relationships, as a clinically grounded framework for understanding and supporting student functioning across academic, social, emotional, and executive domains.

Grounded in contemporary neuroscience, stress physiology, and mindfulness-informed practices, this session examines how chronic stress and environmental demands impact the developing brain, behavior, attention, emotional regulation, and interpersonal connection. Participants will explore the neurobiological foundations of resilience, the role of nervous system regulation in supporting learning and behavioral outcomes, and the central importance of relationships in establishing psychological safety, engagement, and growth, particularly for neurodivergent and vulnerable student populations.

The program emphasizes practical, evidence-informed strategies that clinicians and school-based mental health professionals can integrate into assessment, consultation, and intervention planning. Participants will leave with time-efficient tools that can be applied in therapy sessions, school counseling offices, consultation meetings, and collaborative work with educators and families. Through a combination of scientific instruction, guided reflection, and applied strategies, this training supports professionals in strengthening regulation, resilience, and relational capacity at both the individual and systems level.

This program is designed for psychologists, professional counselors, clinical social workers, marriage and family therapists, and graduate-level clinicians who provide therapy or assessment services to neurodivergent children and adolescents.

The content included in this training is provided at an Inroductory level. A solid understanding of general traits of neurodivergent individuals and basic tenets of neurodiversity-affirming therapy and cognitive-behavioral therapy are required to fully benefit from this training.

Introduction, learning objectives, and experiential exercises (15 min)

Core content and lecture (65 minutes)

Understanding the New 3 R’s: resilience, regulation, and relationships
The impact of stress, nervous system regulation, and emotional processes on learning
Mindfulness-based self-regulation practices and mind-body strategies
Supporting multiple minds through adaptable, neuroaffirming approaches
Research on resilience and practical strategies for schools and clinical settings

Live Q&A and integration (10 minutes)

Dr. Christopher Willard (Psy. D.) is a father, clinical psychologist, author, and consultant based in Massachusetts.

He has spoken in forty-two countries and has presented at two TEDx events. He is the author of twenty-one books, including Alphabreaths (2019), Growing Up Mindful (2016), Feelings are Like Farts, and College Mental Health 101 (2025).

His thoughts on mental health have been featured in The New York Times, The Washington Post, mindful.org, CNN.com, and elsewhere. He teaches at Harvard Medical School.

Participants who attend the full program and complete the quiz will receive a certificate verifying the completion of 1.5 continuing education hours.

Psychologists: Neurodiversity Alliance is approved by the American Psychological Association to sponsor continuing education for psychologists. Neurodiversity Alliance maintains responsibility for this program and its content.

Counselors: Neurodiversity Alliance is an NBCC-Approved Continuing Education Provider (ACEP #7510). This program meets NBCC requirements for continuing education credit.

Will this CE work for my profession in my state?
Continuing education requirements vary by state, licensing board, and professional designation. While this program is approved for APA and NBCC continuing education credit, many state licensing boards and professional organizations (including those regulating LMFTs, LCSWs, and other allied mental health professionals) accept APA-approved or NBCC-approved continuing education toward license renewal.

Participants are encouraged to review their individual state board or professional association requirements to determine whether this program meets their renewal criteria. If you are unsure whether APA or NBCC continuing education is accepted for your license, we recommend confirming with your licensing board prior to registration.
How is attendance verified? Are there other requirements?
Attendance will be verified through live participation monitoring. Participants must attend the entire program to be eligible for CE credit. A post-program evaluation assessing achievement of learning objectives and overall program quality is required. Certificates of completion will be issued electronically following program completion.

Participants unable to attend the live session will be provided access to the recording of the session to complete as a self-study/home study training.
What if I can't attend live?
Anyone who is unable to attend live will have access to complete the self-study course. Please allow 2 business days for the link for the self-study course to be sent via email.
What if I want to cancel or get a refund?
Registration fees, cancellation deadlines, and refund eligibility are provided prior to registration.

In-person events: Refund requests may be submitted up to seven (7) days before the scheduled program.

Virtual events: Refund requests may be submitted up to two (2) days prior to the event start time.

Refund requests must be submitted through the original registration platform. Transaction or processing fees charged by third-party platforms are nonrefundable. For more information about cancellation policies, please review our Continuing Education Policies document. (Found at the bottom of this page.)
Can I receive accommodations?
Neurodiversity University® is committed to providing accessible continuing education programming. Standard accessibility supports for live and online programs include access to presentation slides in advance when available, closed captioning and live transcription through Zoom or the learning management system, and platform-based participation features appropriate to the program format.

Participants may request additional accommodations in advance. Requests should be directed to Hannah Haedike-Swift, CE Program Coordinator, at hannah@neurodiversitypodcast.com.
Financial Disclosures
The presenter receives income from authored works and subscription-based educational content related to neurodivergent learning, including royalties from The Neurodivergent Learner (forthcoming, 2026) and paid Substack subscriptions. These relationships have been reviewed and are not considered to constitute a conflict of interest for this program. Dr. King also recieves an honorarium for her time and expertise offering this presentation.
Contact Information
For registration, accessibility, or CE credit inquiries, contact Hannah Haedike-Swift, CE Program Coordinator, at hannah@neurodiversitypodcast.com.

For more information about Neurodiversity University® and Neurodiversity Alliance, please access our Continuing Edcuation Policies. (Found at the bottom of this page.)

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