Our Approach

 
Key Concepts graphic, 123 Reset1-2-3 RESET™ is a trauma-sensitive framework that is embedded in evidence-based approaches created by Heather Schmidt, MS, OTR/L, and Dawn Paulson, MS, OTR/L, to support students’ ability to access their education. The approach supports kindergarten through 3rd grade students in the areas of Relationship, Environment, Self-Regulation, Empowerment, and Task to improve their mental health and well-being.

Data collected from teachers using 1-2-3  RESET™ in their classrooms shows the following:

  • Increased teacher knowledge of the impact of trauma on learning
  • Increased use of embedded strategies in the classroom by teachers and students
  • Increased student knowledge of their brain and strategies to support learning
  • Increased student regulation = increased ability to participate & learn!
Teachers learn about the 1-2-3 RESET™ key concepts along with practical ways to embed strategies into their classroom through training, coaching, modeling, and/or accessing the plethora of resources provided by the program. 

The 8-week curriculum is designed to complement a school’s current social-emotional learning (SEL) curriculum. We encourage starting with 1-2-3 RESET™ first so students can receive maximum benefit from both approaches, as they will have developed the necessary self-regulation skills to engage effectively in the SEL lessons.

 

row of dots, 123 Reset

Lesson Overviews

Lesson 1 – The Brain

We introduce 1-2-3 RESET™ breaks following the move-body-breathe sequence and mindful listening; we start each lesson with these activities to model for students the different types of activities they can use to shift how they are feeling and to experience how their brains and bodies can change after engaging in these activities. Using character analogies, we teach the students about their prefrontal cortex and amygdala, what these structures do, and how they impact our behavior. We also introduce two strategies to help when experiencing big emotions.

Lesson 2 – 3As – Ask
In this lesson, we educate the students about one of their hidden senses, interoception—the sensations inside our body. The idea is to bring awareness to these body clues because they help us to recognize our feelings and emotions. The concept of the 3 A’s is taught: ASK (how the different parts of your body are feeling), AWARE (be aware of and name what emotions/feelings you are experiencing), ACT (if needed, choose a strategy to help your body feel comfortable, alert and ready to learn). Emphasis is placed on the first A, ASK, by encouraging students to ask themselves how their heads, hearts, stomachs, arm and leg muscles, and feet are feeling.

 

Lesson 3 – 3As – Aware
In this lesson, the concept of how our emotions can affect the sensations in our bodies is discussed. We focus on the second A: AWARE. The goal is to help students begin to make the connection between their body sensations and emotional state (and vice versa). By helping students cue into their bodies, we can help them recognize when they may need to use a 1-2-3 RESET™ strategy to help them feel more relaxed, comfortable, and ready to play and learn.

 

Lesson 4 – 3As – Act
This lesson focuses on the last A: ACT. We will use the 3 A’s visual to ASK how our body is feeling on the inside, become AWARE of our emotions and their effect on how our body feels, and then ACT to help our body feel more comfortable. We will talk further about using breathing as one strategy to help with regulation.

 

Lesson 5 – Movement (Vestibular Sense)
This lesson, along with Lessons 6 and 7, focuses on recognizing different sensory-based strategies and how they impact the way we feel. Movement, our vestibular sense, is highlighted in this lesson, with students actively participating in a variety of movement activities to experience and recognize how the activities feel in their bodies. The goal is to help students begin to make the connection between the different planes of movement (forward/backward, side to side, upside down, twirling/spinning) and how it makes them feel. By helping students identify how they feel when they move in different ways, we can help them recognize when they may need to use a specific movement strategy. The use of a new regulation tool related to movement (a Disco Sit) is discussed and made available for classroom use.

 

Lesson 6 – Muscle Work & Deep Pressure Touch  (Proprioceptive Sense) 
Muscle work and deep pressure touch (proprioceptive sense) are highlighted in this lesson, with students actively participating in a variety of proprioceptive activities to experience and recognize how the activities feel in their bodies. The goal is to help students recognize that in general, engaging in these types of activities can be regulating. The use of tools in the classroom related to proprioception, such as a weighted lap pad, a LYCRA® chair wrap, or a vibrating seat cushion, is discussed. These tools are made available for students to try.

 

Lesson 7 – Sound & Rhythm
This lesson focuses on the use of sound and rhythm, helping students connect with how these elements impact their regulation. Rhythm and certain kinds of music are calming and organizing for children, especially those who have experienced trauma. The use of tools in the classroom, such as sound-blocking headphones and music, is discussed. Sound-blocking headphones will be made available for use in the classroom. 

 

Lesson 8 – Review
We review the main concepts of the program: the 3 A’s and strategies to help students reset. A story is told about a child experiencing a variety of emotions during their school day and options of strategies they can choose to use to help reinforce these concepts. The students will actively participate by choosing what strategy the child uses.