​Part One: Building the Foundation

 

A full day (6 contact hours) of highly interactive and engaging training covering the symptoms and precursors to burnout, and how to leverage neuroplasticity to create lasting change. Self-assessments provide insight into participants' current levels of burnout, and the tools to develop core skills through emotional intelligence are introduced and practiced in real time. Internal skills include the domains of self-awareness, self-regulation, and internal motivation. Participants move through workbook activities for each domain, practice skills in real time, and complete the training with a selection of tools that meet their individual needs integrated into their daily schedule, along with a rating sheet to track progress and the impact of using the tools over time.

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Module 1: Introduction and Rationale for Training

 

Learning Objectives:

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• Define the term “burnout” as a state of chronic physical, emotional, and mental exhaustion that results from prolonged exposure to unrelenting stress.

• Develop a personal burnout baseline by completing and analyzing MBI and EERC results via Workbook.

• Identify two symptoms and two precursors to burnout.

• List three ways that emotional intelligence skills help professionals to avoid burnout and its precursors.

 

Module 2: The Process of Transformative Change

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Learning Objectives:

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• Describe what emotional intelligence is and list the five domains introduced by Goleman.

• Explain why it is important to develop internal skills (self-awareness, self-regulation, and motivation) before working on external skills (empathy and social skills).

• Examine the adaptive and maladaptive feedback loops and relate this understanding to how neuroplasticity can be leveraged to change the brain and behavior.

• Formulate a personal example of how an adaptive and a maladaptive feedback loop is operating in your present life experience.

• Based on the science of neuroplasticity, explain why consistent practice is needed to support long-term change.

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Module 3: Self-Awareness Tools and Techniques

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Includes hands-on activities and discussion from Workbook, Chapter 2

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Learning Objectives​

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• Recognize that all self-awareness tools are designed to raise awareness of personal triggers and corresponding emotions.

• Demonstrate how self-awareness interrupts automatic feedback loops by selecting the correct example from a list of scenarios.

• Apply self-awareness tools and strategies by completing the corresponding Workbook activities

• Describe the three self-awareness tools per Workbook (Affect Labeling, Gratitude Practices, and Expressive Writing), and based on the results of the self-assessment for each, select one to two tools to apply during the workday based on individual needs.

• Create a scenario to illustrate how your choice of tools and techniques can be integrated into your daily schedule.

 

Module 4: Self-Regulation Tools and Techniques

 

Includes hands-on activities and discussion from Workbook, Chapter 3

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Learning Objectives

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• Describe self-regulation as the bridge between awareness and conscious action.

• Explain how self-regulating interrupts the automatic stress response, allowing you to regain clarity and access your higher reasoning abilities so that you can respond, rather than react.

• Examine the differences between reacting and responding by choosing which behavior applies in related scenarios.

• Apply self-regulation tools and strategies by completing the corresponding Workbook activities.

• Describe the three self-regulation tools per Workbook (Breathwork, Cognitive Reframing, and Grounding), and based on the results of the self-assessment for each, select one to two tools to apply during the workday based on individual needs.

• Create a scenario to illustrate how your choice of tools and techniques can be integrated into your daily schedule.

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Module 5: Motivation Tools and Techniques

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Includes hands-on activities and discussion from Workbook, Chapter 4

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Learning Objectives

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• Define internal motivation as an intrinsic drive stemming from passion, a sense of purpose, and the satisfaction that comes from mastering challenges.

• Explain how motivation tools counteract feeling disconnected from one’s purpose, uncertain about one’s goals, or overwhelmed by challenges.

• Apply motivation tools and strategies by completing the corresponding Workbook activities.

• Describe each of the three motivation tools provided (Intrinsic Goal Setting, Self-Efficacy, and Mindset Development), and based on the results of the self-assessment for each, select one to two tools that will support the cultivation of your inner drive.

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Module 6: Applied Harmony

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Learning Objectives

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• Recognize how the three internal domains of emotional intelligence work together through examples of daily schedules integrating all three domains.

• Apply the concept of Harmonizing in Daily Practice by creating a personal schedule that integrates a minimum of two tools from two internal domains.

• Create a data collection sheet to track progress from the baseline burnout assessment scores up to six month after integration of selected tools.

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Part Two: Creating the Culture

 

A half-day (4 contact hours) training focused on the continuation of Part One, moving from internal skills to the external domains of emotional intelligence, including empathy-based tools, advanced social skills, and situational harmonizing.​​​ Participants move through workbook activities, observe research-based empathy and social skills through modeled scenarios, and practice external skills in real time. Training culminates in synthesizing how external skills contribute to creating a culture of productive collaboration, meaningful relationships, and responsive leadership.

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Module 1: Building External Skills on a Firm Foundation

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Learning Objectives

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• Explain the relationship between the internal emotional intelligence domains (self-awareness, self-regulation, motivation) and the development of the external domains (empathy, social skills).

• Describe how an underdeveloped internal skill set affects the tone, pacing, and clarity of interpersonal communication under stress.

• Describe the intended outcome of external skill development on organizational culture, including trust, healthy boundaries, and collaboration.

 

Module 2: Empathy Tools and Techniques

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Includes hands-on activities and discussion from the Workbook, Chapter 6

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Learning Objectives

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• Differentiate a reactive response from a responsive, empathy-based approach in a professional confrontation scenario.​

• Apply empathy tools and strategies by completing the corresponding Workbook activities.

• Describe each of the two empathy tools provided (perspective taking and Trauma-informed Empathy), and based on the results of the self-assessment for each, analyze your current skill level and describe how including either of the tools might enhance your work.

• Identify additional empathy tools and discuss the role empathy currently plays in your interactions with students, colleagues, and families.

 

Module 3: Social Skills Tools and Techniques

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Includes hands-on activities and discussion from the Workbook, Chapter 7

 

Learning Objectives

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• Distinguish empathy from social skills in terms of function and scope within professional interactions.

• Identify why demonstrated empathy does not, by itself, guarantee effective navigation of interpersonal conflict or relationship management.

• Explain why competency in the internal domains (self-awareness, self-regulation) is a shared prerequisite for developing both empathy and social skills.​

• Apply social skills tools and strategies by completing the corresponding Workbook activities.

• Explain the role of cultural competence in accurately interpreting communication style, authority, and relational norms as part of social awareness.

• Describe each of the two social skills tools provided (conflict resolution, social awareness), and based on the results of the self-assessment for each, analyze your current skill level and describe how including either of the tools might enhance your work.

• Identify additional empathy tools and discuss the role empathy currently plays in your interactions with students, colleagues, and families.

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