Dysregulation, Co-Regulation, and Self-Regulation Through the Lens of Polyvagal Theory
Dysregulation, Co-Regulation, and Self-Regulation Through the Lens of Polyvagal Theory
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Issue Date
2025-07
Authors
Olfert, Jill
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Abstract
This paper explores the concept of regulation through the framework provided by polyvagal theory (PVT), and how dysregulation leads to a variety of negative outcomes in many aspects of life. The question "How can counsellors use polyvagal theory to encourage connection and trauma-informed practices within a school through psychoeducation, and provide staff and students opportunities and strategies to co-regulate and self-regulate?" is addressed through a literature review that covers the many possible factors contributing to stress, trauma, and dysregulation, as well as the importance of connection with others to a person's sense of safety. The literature review will discuss the process of co-regulation to send and receive cues of safety to one another, as evidenced by the evolutionary development of the vagus nerve. The implications of this research are that student behaviours need to be viewed through a trauma-informed lens, given that adverse experiences can train our bodies to unconsciously respond in certain ways that often are perceived as challenging. Not only that, but the research reveals that the school structure itself can be a source of chronic stress for students, which means efforts to help students feel and embody a sense of safety need to be intentional and school-wide. Recommendations include psychoeducation for students and staff, tips for physical counselling environments, class and program opportunities to support connection between students and opportunities for co-regulation, as well as self-regulation strategies that can be developed with students and staff.
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Keywords
polyvagal theory , regulation , self-regulation , co-regulation , emotional regulation , trauma , stress , anxiety
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess