Your Year of Transform: 178 Micro-Learning Coaching Calls to Provide You With The Most Cutting Edge CME Programming.

Transform® 10.0 Topic Calls with CME Curriculum

Total # of Credits: TBA

January 5 — GLP-1 Coaching

GLP-1, Physiology & Stress Lenses: Understanding Your Signals

Description:
This session integrates GLP-1 physiology with stress-pattern interpretation to help physicians recognize hunger, fullness, energy, and emotional cues accurately. Emphasis is placed on differentiating physiologic sensations from stress-driven activation.

Learning Objectives:

1. Describe how GLP-1 agonists influence hunger, satiety, and autonomic regulation.

2. Identify stress-type patterns that alter physiologic interpretation.

3. Apply signal literacy to improve nutritional and metabolic decision-making.

Practice Gap:
Clinicians frequently misinterpret physiologic sensations while on GLP-1 therapy due to stress-driven amplification or suppression of cues.

References:

1. Perakakis N, et al. Physiol Rev. 2021;101(3):1451–1495.

2. Drucker DJ. Cell Metab. 2022;34(5):709–725.

3. Gariepy G, et al. Psychoneuroendocrinology. 2020;120:104792.

January 6 — DistressRx Didactic

The Six Distress Types + Your Regulation Blueprint™

Description:
An introduction to the DistressRx™ framework, outlining six distinct distress patterns and their physiologic, cognitive, and relational signatures. Participants begin constructing a personalized Regulation Blueprint™ for early recognition and intervention.

Learning Objectives:

1. Identify the six Distress Types and their clinical features.

2. Explain how stress physiology shapes cognitive and emotional responses.

3. Develop an individualized regulation plan based on distress tendencies.

Practice Gap:
Most physicians lack a structured model for identifying their own stress signatures, resulting in reactive rather than regulated responses.

References:

1. McEwen BS. Nat Rev Neurosci. 2022;23:458–473.

2. Chrousos GP. JAMA. 2020;323(22):2174–2185.

3. Danese A, et al. Nat Rev Psychol. 2023;2:555–571.

January 8 — General Coaching

Applying Stress Lens Awareness to Daily Choices

Description:
This session teaches physicians how to weave stress-lens awareness into practical daily decisions involving food, communication, pacing, and movement. Participants learn to identify “stress-driven choices” vs “regulated choices.”

Learning Objectives:

1. Explain how stress lenses influence daily health behaviors.

2. Recognize signs of stress-driven decision-making.

3. Apply simple regulation tools to support consistent, aligned choices.

Practice Gap:
Physicians often default to automatic stress-driven patterns without tools for real-time awareness or correction.

References:

1. Arnsten AFT. Nat Rev Neurosci. 2020;21:271–282.

2. Gross JJ. Psychol Inq. 2022;33(4):224–239.

3. Jedra M, et al. Stress. 2019;22(5):509–518.

January 9 — Executive Career Q&A

Stress Types at Work & Leadership Patterns

Description:
This session explores how each Distress Type shapes leadership behaviors, communication, and decision patterns in high-stakes clinical environments.

Learning Objectives:

1. Describe how stress responses impact executive functioning.

2. Identify distress-driven communication and leadership patterns.

3. Apply regulation strategies to improve clarity and decision-making.

Practice Gap:
Leaders often rely on habitual stress patterns that compromise communication, team stability, and decision accuracy.

References:

1. Hodgkinson GP, et al. J Occup Organ Psychol. 2021;94(3):588–613.

2. Porcelli AJ, Delgado MR. Psychol Sci. 2017;28(4):407–417.

3. Stikic M, et al. Hum Factors. 2020;62(5):786–798.

January 12 — Nutrition Training Q&A

Stress, Hunger & Nutrition Through the Stress Lens

Description:
Participants learn how different stress types modulate hunger, cravings, and nutritional choices. Emphasis is placed on differentiating physiologic hunger from stress-amplified urges.

Learning Objectives:

1. Identify how stress physiology alters hunger and satiety cues.

2. Recognize stress-type–specific nutrition patterns.

3. Apply strategies to regulate food decisions under stress.

Practice Gap:
Physicians frequently misinterpret stress-driven cravings for physiologic needs, leading to inconsistent eating patterns.

References:

1. Adam TC, Epel ES. Physiol Behav. 2020;222:112933.

2. Berthoud HR. Nat Rev Endocrinol. 2021;17:137–152.

3. Mühlhaus J, et al. Nutrients. 2023;15(5):1189.

January 13 — General Coaching

Identifying Your Stress Type in Real Life

Description:
This session helps physicians translate conceptual stress-type knowledge into real-world recognition using patterns, triggers, and behavioral signatures.

Learning Objectives:

1. Differentiate among the six distress patterns in daily life.

2. Identify common triggers activating each distress pathway.

3. Implement tools to interrupt early stress activation.

Practice Gap:
Although many clinicians understand stress theory, few can reliably identify their own patterns in real time.

References:

1. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

2. LeDoux JE. Nat Rev Neurosci. 2019;20:317–331.

3. Smith R, et al. Nat Commun. 2021;12:517.

January 14 — Menopause Q&A

Hormone Shifts Through the Stress Lens

Description:
This session explains how hormonal fluctuations during perimenopause interact with stress physiology, altering mood, cognition, hunger, and sleep.

Learning Objectives:

1. Describe how estrogen fluctuations impact stress regulation.

2. Identify overlapping symptoms between hormonal shifts and distress activation.

3. Apply stress-lens tools to support midlife symptom interpretation.

Practice Gap:
Physicians often misattribute physiologic menopausal symptoms to emotional or cognitive failure.

References:

1. Santoro N. Menopause. 2020;27(4):371–379.

2. Gordon JL, et al. Psychoneuroendocrinology. 2021;128:105214.

3. Thurston RC, et al. Lancet Diabetes Endocrinol. 2021;9(11):690–702.

January 15 — General Coaching

Thought Patterns Under Stress

Description:
A cognitive-focused session identifying common distortions that arise during distress activation and tools to soften, slow, and reframe them.

Learning Objectives:

1. Recognize cognitive distortions associated with stress.

2. Apply cognitive slowing and reframing strategies.

3. Differentiate regulated thoughts from activation-driven thoughts.

Practice Gap:
Clinicians often rely on automatic negative thinking without structured cognitive regulation tools.

References:

1. Beck AT, Haigh EAP. Nat Rev Clin Psychol. 2018;14:445–456.

2. Everaert J, et al. Clin Psychol Rev. 2020;80:101891.

3. Etkin A, et al. Am J Psychiatry. 2019;176:512–522.

January 20 — General Coaching

Somatic Awareness: Early Activation Cues

Description:
Participants learn to detect early somatic markers of stress activation, improving their ability to regulate before escalation.

Learning Objectives:

1. Identify somatic cues associated with sympathetic activation.

2. Use somatic awareness to interrupt distress cycles early.

3. Apply grounding tools to restore physiologic safety.

Practice Gap:
Physicians often miss early physical signs of stress, leading to late or ineffective regulation attempts.

References:

1. Khalsa SS, et al. Nat Rev Neurosci. 2018;19:665–678.

2. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

3. Mehling WE. Front Psychol. 2019;10:2675.

January 22 — General Coaching

Nutrition Micro-Practices for Stability

Description:
This session introduces brief, low-cognitive-load nutrition strategies that improve metabolic regulation and reduce stress-driven eating.

Learning Objectives:

1. Explain how small nutrition practices stabilise metabolic cues.

2. Identify stress-related disruptions in eating patterns.

3. Apply micro-practices to support consistency.

Practice Gap:
Many clinicians lack simple, sustainable nutrition strategies that work during periods of high stress.

References:

1. St-Pierre M, et al. Nutrients. 2019;11(7):1636.

2. Lowe MR, et al. Appetite. 2021;162:105171.

3. Leidy HJ, et al. Nutr J. 2019;18(1):19.

January 27 — General Coaching

Interpersonal Patterns of Distress

Description:
A relational-focused session exploring how distress activation influences communication patterns, conflict, and connection.

Learning Objectives:

1. Recognize relational signatures of each distress type.

2. Identify early cues of interpersonal dysregulation.

3. Apply tools for co-regulated communication.

Practice Gap:
Physicians frequently misinterpret relational tension as personal failure instead of physiologic activation.

References:

1. Coan JA, et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Brown SM, et al. Curr Psychiatry Rep. 2020;22:81.

January 28 — Relationships Q&A

Relationship Safety Signals

Description:
Participants learn how to identify safety and danger cues within relationships through a stress-informed framework.

Learning Objectives:

1. Describe physiologic safety and threat cues in relationships.

2. Recognize distress-driven patterns in communication.

3. Use regulation tools to enhance relational safety.

Practice Gap:
Clinicians often struggle to separate emotional activation from relationship quality.

References:

1. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

2. Timmons AC, et al. Emotion. 2021;21(3):435–450.

3. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

January 29 — General Coaching

Building Your Regulation Blueprint™

Description:
Participants integrate cognitive, emotional, and somatic tools into a personalized daily regulation plan.

Learning Objectives:

1. Identify core components of a Regulation Blueprint™.

2. Integrate cognitive, somatic, and relational regulation tools.

3. Develop a consistent daily regulation strategy.

Practice Gap:
Although physicians learn many regulation tools, they often lack an integrated, personalized plan.

References:

1. Birk JL, et al. Psychol Sci. 2019;30(7):997–1007.

2. Farb N, et al. Trends Cogn Sci. 2018;22(2):158–180.

3. Herman AM, et al. Neurosci Biobehav Rev. 2021;130:367–382.

February 2 — GLP-1 Coaching

Preserving Lean Mass on GLP-1s: Minimum Effective Strength + Protein Anchors

Description:
This session teaches clinicians how to prevent muscle loss while using GLP-1 medications by pairing strength training fundamentals with protein-timing strategies. Discussion includes Impulsivity Distress patterns that lead to under-fueling.

Learning Objectives:

1. Describe mechanisms of lean mass loss during GLP-1 therapy.

2. Apply minimum effective dose strength strategies to preserve muscle.

3. Implement protein anchoring to prevent under-eating in high-stress periods.

Practice Gap:
Clinicians frequently focus on weight loss outcomes rather than lean mass preservation when managing GLP-1 users.

References:

1. Wharton S, et al. Obesity (Silver Spring). 2022;30(1):23–32.

2. Hinkle JJ, et al. Nutr Metab. 2023;20(1):5.

3. Rolland Y, et al. Age Ageing. 2020;49(6):837–843.

February 3 — General Coaching

All-or-Nothing Exercise Thinking: Coaching Impulsivity Distress Into Consistency

Description:
This session examines the emotional urgency and perfectionism patterns that drive extreme exercise cycles. Participants learn pacing strategies that support regulated, sustainable movement habits.

Learning Objectives:

1. Identify Impulsivity Distress patterns that disrupt exercise consistency.

2. Describe how all-or-nothing thinking impacts physiologic regulation.

3. Apply pacing tools to build slow, sustainable exercise routines.

Practice Gap:
Physicians frequently rely on perfectionistic or urgent exercise behaviors that lead to injury or burnout.

References:

1. Stults-Kolehmainen MA, Sinha R. Front Hum Neurosci. 2019;13:438.

2. Batterham AM, et al. Sports Med. 2021;51:2031–2049.

3. Ekkekakis P. Psychol Sport Exerc. 2020;50:101744.

February 4 — Menopause Q&A

Perimenopause, Muscle Loss & The Protein Gap: What Physicians Need to Know

Description:
This talk outlines estrogen’s role in muscle protein synthesis, discusses GLP-1 considerations in midlife, and provides protein strategies to protect muscle during perimenopause.

Learning Objectives:

1. Explain how estrogen decline affects muscle protein synthesis.

2. Identify midlife nutrition gaps contributing to muscle loss.

3. Apply protein and strength strategies that support hormonal stability.

Practice Gap:
Many clinicians underestimate protein requirements during perimenopause, leading to preventable muscle loss.

References:

1. Greising SM, et al. J Appl Physiol. 2019;127(2):548–557.

2. Messier V, et al. Nutrients. 2021;13(3):876.

3. Shulman GI. J Clin Invest. 2019;129(5):2043–2051.

February 5 — General Coaching

Evening Overeating Patterns: Cortisol, Under-Fueling, and Impulsivity Distress

Description:
This session explores how daytime under-eating and cortisol elevation set the stage for rebound nighttime overeating. Participants learn hunger-stabilizing tools and slow-down strategies.

Learning Objectives:

1. Describe how cortisol influences evening hunger and cravings.

2. Identify under-fueling cycles that lead to nighttime rebound eating.

3. Apply strategies to stabilize hunger and reduce urgency.

Practice Gap:
Physicians often mistake nighttime hunger as an emotional problem rather than a physiologic rebound pattern.

References:

1. Recio-Rodríguez JI, et al. Nutrients. 2021;13(4):1251.

2. Brouwer AM, et al. Appetite. 2020;150:104634.

3. Tanofsky-Kraff M, et al. Int J Eat Disord. 2019;52(11):1286–1294.

February 6 — Executive Career Q&A

Executive Performance Through Physiology: Strength, Stability, and Decision Capacity

Description:
Participants learn how muscle mass, metabolic regularity, and stable fueling improve leadership clarity, emotional steadiness, and decision accuracy.

Learning Objectives:

1. Describe how physiologic regulation enhances executive decision-making.

2. Explain the relationship between strength, cognitive clarity, and stress resilience.

3. Apply metabolic stability strategies in leadership roles.

Practice Gap:
Leadership development rarely includes physiology-based decision optimization strategies.

References:

1. Zhou F, et al. Cereb Cortex. 2020;30(4):2478–2491.

2. Raichlen DA, et al. Proc Natl Acad Sci USA. 2020;117(7):3646–3652.

3. Young CB, et al. Front Psychol. 2021;12:649915.

February 9 — Nutrition Training Q&A

Mindful Macros® in Real Life: Fueling for Stress, Shift Work, and Busy Clinics

Description:
This session covers practical macro strategies tailored for physicians, with emphasis on protein minimums, fiber, color, and GLP-1 adjustments during high-stress work environments.

Learning Objectives:

1. Explain how stress and shift work alter nutritional needs.

2. Identify personalized macro strategies that support metabolic stability.

3. Apply Mindful Macros® tools in real clinical schedules.

Practice Gap:
Physicians often lack simple and sustainable macro frameworks suited for shift-based work.

References:

1. McHill AW, et al. PNAS. 2022;119(21):e2123432119.

2. Leidy HJ, et al. Nutr Today. 2020;55(3):129–138.

3. Møller M, et al. Nutrients. 2022;14(11):2331.

February 10 — DistressRx Didactic

Impulsivity Distress in Strength, Nutrition & Body Composition: A Clinical Deep Dive

Description:
This session examines the rapid-start/rapid-stop cycles, urgency-driven eating, and emotional reactivity characteristic of Impulsivity Distress and how to clinically intervene.

Learning Objectives:

1. Identify Impulsivity Distress behaviors in nutrition and exercise.

2. Describe physiologic mechanisms contributing to urgency responses.

3. Apply structured pacing interventions to improve consistency.

Practice Gap:
Clinicians lack frameworks for treating urgency-based nutrition and exercise patterns in themselves or patients.

References:

1. Dalley JW, et al. Nat Rev Neurosci. 2021;22:535–550.

2. Linscheid T, et al. Appetite. 2020;144:104450.

3. Leehr EJ, et al. Nutr Rev. 2021;79(1):15–29.

February 12 — General Coaching

Fuel Before Feel: Breaking the Under-Eat/Over-Eat Cycle

Description:
This session teaches clinicians how to stabilize metabolic cues through “fuel-first” morning strategies that prevent emotional eating and nighttime overeating.

Learning Objectives:

1. Describe the metabolic consequences of under-eating earlier in the day.

2. Identify emotional eating patterns driven by glycemic instability.

3. Apply morning and midday fueling strategies to support regulation.

Practice Gap:
Physicians often attempt cognitive or emotional solutions for problems rooted in under-fueling.

References:

1. Jakubowicz D, et al. Obesity (Silver Spring). 2019;27(4):595–604.

2. Bain SL, et al. Nutrients. 2020;12(3):749.

3. St-Onge MP. Nutrients. 2023;15:204.

February 17 — General Coaching

Consistency Over Intensity: Coaching the Urge to “Fix It Fast”

Description:
Participants learn to slow urgency-based patterns and build consistency-focused frameworks for movement and nutrition.

Learning Objectives:

1. Identify urgency-driven behavior patterns.

2. Explain how high-intensity approaches undermine long-term consistency.

3. Apply pacing and micro-step strategies to build sustainable habits.

Practice Gap:
Clinicians often equate speed with success, leading to burnout and attrition in health behaviors.

References:

1. Duckworth AL, et al. J Pers Soc Psychol. 2020;118:881–902.

2. Lövdén M, et al. Psychol Res. 2020;84:1461–1471.

3. Rhodes RE, et al. Psychol Sport Exerc. 2021;55:101958.

February 18 — Relationships Q&A

Body Confidence, Intimacy & Strength: Navigating Changes in Physiology

Description:
This session explores body image, libido changes, and communication strategies during periods of rapid body composition shifts.

Learning Objectives:

1. Describe how physiologic changes affect intimacy and self-image.

2. Identify stress-type patterns that influence relational dynamics.

3. Apply communication tools to navigate body transitions.

Practice Gap:
Physicians rarely receive training on integrating body-image changes with relational communication.

References:

1. Brotto LA, et al. JAMA. 2019;321(23):2364–2375.

2. Pujols Y, et al. Arch Sex Behav. 2022;51:415–431.

3. Stoffel M, et al. Int J Environ Res Public Health. 2021;18:8597.

February 19 — General Coaching

The Cognitive Load of Nutrition: Simplifying Decisions for the Busy Physician

Description:
This session teaches cognitive offloading strategies to help clinicians reduce decision fatigue around food choices.

Learning Objectives:

1. Identify how cognitive load affects nutrition decisions.

2. Describe patterns of decision fatigue in physicians.

3. Apply simple frameworks that reduce cognitive burden.

Practice Gap:
Busy clinicians often make reactive nutrition choices due to cognitive overload.

References:

1. Orquin JL, Kurzban R. Psychon Bull Rev. 2021;28:1–25.

2. Dohle S, et al. Health Psychol Rev. 2020;14(1):18–32.

3. Hare TA, et al. Nat Commun. 2019;10:2475.

February 24 — General Coaching

Building Your 90-Day Strength + Nutrition Blueprint™

Description:
A planning-focused session guiding physicians through the creation of low-cognitive-load, high-consistency routines for strength and nutrition.

Learning Objectives:

1. Describe the components of a 90-day strength and nutrition plan.

2. Identify barriers to consistent execution.

3. Apply blueprinting tools to personalize a sustainable routine.

Practice Gap:
Most clinicians lack structured, long-term planning for health behaviors.

References:

1. Lyons EJ, et al. Am J Lifestyle Med. 2019;13(4):316–329.

2. Swann C, et al. Perspect Psychol Sci. 2020;15(5):1227–1243.

3. Garcia DO, et al. Nutrients. 2021;13(2):572.

February 26 — General Coaching

Metabolic Repair for Physicians: Energy, Hunger Cues, and Sustainable Strength

Description:
This session teaches clinicians how to identify signs of under-fueling and metabolic dysregulation and rebuild predictable strength and nutrition rhythms.

Learning Objectives:

1. Identify physiologic signs of metabolic dysregulation.

2. Describe hunger cue disruption in chronic stress.

3. Apply strategies to repair metabolic stability.

Practice Gap:
Physicians often misinterpret signs of metabolic dysfunction as discipline or willpower failures.

References:

1. Koliaki C, et al. Metabolism. 2019;92:61–71.

2. Finlayson G, et al. Appetite. 2021;158:105013.

3. Hall KD, et al. Nat Rev Endocrinol. 2022;18:413–426.

March 3 — General Coaching

When Health Data Feels Scary: Coaching Catastrophizing Around Hormones, Labs, and Metabolism

Description:
This session helps clinicians address fear-based interpretations of labs, genetic reports, and physiologic changes. Participants learn grounding and reframing strategies to reduce catastrophic thinking.

Learning Objectives:

1. Identify cognitive patterns associated with catastrophizing around health data.

2. Describe physiologic changes that commonly trigger fear responses.

3. Apply tools to reinterpret health information without escalation.

Practice Gap:
Physicians often misinterpret normal physiologic variation as pathologic due to fear-based cognition.

References:

1. Paulus MP, et al. Nat Rev Neurosci. 2019;20:203–216.

2. Noetel M, et al. Clin Psychol Rev. 2021;87:102030.

3. Moran TP. Behav Res Ther. 2020;131:103635.

March 4 — Menopause Q&A

Perimenopause Without Fear: Understanding Mood, Sleep, Hot Flashes & Metabolic Shifts

Description:
This session reframes perimenopausal symptoms through a physiologic—not catastrophic—lens, empowering clinicians to support themselves and patients in a regulated, informed manner.

Learning Objectives:

1. Explain hormonal mechanisms underlying perimenopausal symptoms.

2. Identify fear-based interpretations that worsen symptom perception.

3. Apply regulated decision-making strategies for midlife care.

Practice Gap:
Clinicians often interpret perimenopausal symptoms as signs of loss of control or pathology.

References:

1. Santoro N. Menopause. 2020;27(4):371–379.

2. Gordon JL, et al. Psychoneuroendocrinology. 2021;128:105214.

3. Thurston RC, et al. Lancet Diabetes Endocrinol. 2021;9(11):690–702.

March 5 — General Coaching

Managing the Fear of “Losing Control” During Hormonal Transition

Description:
Participants explore how hormonal shifts amplify fear-based thinking and develop tools to build body trust and grounding during physiologic change.

Learning Objectives:

1. Identify fear-driven cognitive patterns triggered by hormonal fluctuations.

2. Describe how hormonal transitions affect emotional regulation.

3. Apply grounding and reframing to reduce fear of loss of control.

Practice Gap:
Clinicians often experience emotional reactivity to normal physiologic changes without tools for interpretation.

References:

1. Albert K, et al. J Clin Endocrinol Metab. 2020;105(9):e3395–e3407.

2. Holsen LM, et al. Biol Psychiatry. 2021;89:132–143.

3. Duffy KA, et al. Horm Behav. 2022;143:105202.

March 6 — Executive Career Q&A

Leadership in Midlife: Hormone Stability, Cognitive Clarity & Decisional Confidence

Description:
This session examines the influence of hormonal shifts on executive function, emotional stability, and decision-making in high-level leadership roles.

Learning Objectives:

1. Describe how hormonal transitions influence executive functioning.

2. Identify cognitive or emotional patterns impacting decision-making.

3. Apply nervous-system-based strategies to maintain leadership clarity.

Practice Gap:
Leadership curriculum rarely incorporates the role of hormonal physiology on cognitive performance.

References:

1. Weber MT, et al. Endocr Rev. 2020;41(2):146–171.

2. Rehbein E, et al. Psychoneuroendocrinology. 2022;140:105729.

3. Stute P, et al. Climacteric. 2021;24(3):225–232.

March 9 — GLP-1 Coaching

Understanding Plateaus, Hunger Return & Fear of Rebound on GLP-1s

Description:
Participants learn the physiology of adaptive thermogenesis and how to interpret appetite return without fear-based assumptions about “failure” or impending weight regain.

Learning Objectives:

1. Describe mechanisms of metabolic adaptation during GLP-1 therapy.

2. Identify fear-based interpretations of plateaus or hunger changes.

3. Apply strategies to stabilize appetite and support metabolic flexibility.

Practice Gap:
Many GLP-1 users and clinicians misinterpret plateaus as signs of inevitable rebound weight gain.

References:

1. Doucet E, et al. Obesity Rev. 2018;19:1209–1219.

2. Perakakis N, et al. Physiol Rev. 2021;101:1451–1495.

3. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

March 9 — Nutrition Training Q&A

Nutrigenomics Made Simple: How Genetics Shape Nutrient Needs

Description:
This session explores common genetic variants affecting nutrient metabolism and teaches clinicians how to use genetic insights without deterministic thinking.

Learning Objectives:

1. Identify key genetic variants influencing nutrient metabolism.

2. Explain how stress alters interpretation of genetic risk.

3. Apply nutrigenomic insights in a non-catastrophic, balanced framework.

Practice Gap:
Clinicians often overinterpret genetic findings or lack clarity on their real-world relevance.

References:

1. Rauw WM, et al. Nutrients. 2021;13(5):1524.

2. Horne J, et al. Nutr Rev. 2020;78(9):737–743.

3. Mathers JC. Proc Nutr Soc. 2019;78(2):177–185.

March 10 — DistressRx Didactic

Catastrophizing Distress: Fear-Based Interpretation of Physiology, Genetics & Menopause

Description:
A deep dive into Catastrophizing Distress, this session teaches clinicians to identify future-oriented fear loops and build regulated interpretation frameworks for physiologic data.

Learning Objectives:

1. Identify characteristics of Catastrophizing Distress.

2. Describe how fear amplifies physiologic symptoms.

3. Apply grounding and reframing tools to reduce worst-case interpretation.

Practice Gap:
Clinicians frequently catastrophize symptoms, labs, or genetics due to incomplete regulation skills.

References:

1. Grupe DW, Nitschke JB. Nat Rev Neurosci. 2019;20(8):486–499.

2. Paulus MP, et al. Biol Psychiatry. 2020;87:318–327.

3. McEwen BS. Nat Rev Neurosci. 2022;23:458–473.

March 12 — General Coaching

“Something Is Wrong With Me”: Reframing Hormonal Symptoms Through a Clinical Lens

Description:
This session teaches clinicians to differentiate between physiologic hormonal changes and stress-driven interpretation, reducing internalized fear and shame.

Learning Objectives:

1. Describe common perimenopausal symptoms and their physiologic basis.

2. Identify cognitive distortions that worsen symptom perception.

3. Apply reframing tools that support regulated interpretation.

Practice Gap:
Many clinicians interpret hormonal symptoms as personal failure rather than physiologic change.

References:

1. Santoro N, et al. Menopause. 2021;28(3):269–276.

2. Thurston RC. Lancet Diabetes Endocrinol. 2021;9:690–702.

3. Morrison KE, et al. Neurobiol Stress. 2019;11:100191.

March 17 — General Coaching

Breaking Hormone-Related Nutrition Anxiety

Description:
Participants explore how catastrophizing patterns distort nutrition decisions during hormonal transition and learn strategies to build trust in metabolic cues.

Learning Objectives:

1. Identify patterns of nutrition anxiety triggered by hormonal changes.

2. Explain how catastrophizing undermines nutrition consistency.

3. Apply grounding tools to stabilize food decisions during transition.

Practice Gap:
Hormone-related shifts often trigger food fear and nutritional avoidance in clinicians.

References:

1. Lupton D. Appetite. 2020;155:104800.

2. Reichelt AC, et al. J Endocrinol. 2021;248:R1–R14.

3. Brown LL, et al. Nutrients. 2020;12(8):2421.

March 18 — Relationships Q&A

Hormone Shifts, Body Changes & Intimacy Conversations

Description:
This session normalizes body changes and mood shifts and teaches communication strategies that support intimacy and connection during physiologic transitions.

Learning Objectives:

1. Explain how hormonal shifts influence relational and intimacy dynamics.

2. Identify distress patterns that impact communication.

3. Apply regulated communication strategies to support connection.

Practice Gap:
Clinicians lack structured tools for navigating intimacy during hormonal transition.

References:

1. Kingsberg SA, et al. Menopause. 2020;27(8):879–891.

2. Santoro N. J Clin Endocrinol Metab. 2021;106(4):e1654–e1668.

3. Brotto LA. J Sex Med. 2019;16:1787–1800.

March 19 — General Coaching

Genetics Without Fear: Using SNP Profiles for Insight, Not Identity

Description:
Participants learn to interpret genetic data without catastrophizing or self-labeling and develop balanced frameworks for clinical insight.

Learning Objectives:

1. Identify common genetic variants relevant to metabolic and hormonal health.

2. Explain cognitive distortions that lead to deterministic thinking.

3. Apply stress-informed interpretation strategies for genetic results.

Practice Gap:
Many clinicians misunderstand the predictive value of genetic testing, leading to unnecessary worry.

References:

1. Ramos-Lopez O, et al. Nutrients. 2021;13(8):2738.

2. McBride CM, et al. Annu Rev Genomics Hum Genet. 2018;19:415–437.

3. Phillips AM. New Genet Soc. 2022;41(1):1–22.

March 24 — General Coaching

Creating Your Hormone & Genetics Blueprint™

Description:
This session helps clinicians integrate hormonal literacy, genetics, and stress physiology into a personalized decision-making framework.

Learning Objectives:

1. Describe components of a personalized hormone and genetics blueprint.

2. Identify stress patterns that distort interpretation.

3. Apply blueprinting tools to improve clarity and stability.

Practice Gap:
Clinicians lack integrated frameworks to combine hormones, genetics, and stress physiology in decision-making.

References:

1. El-Sayed Moustafa JS, et al. Nat Rev Endocrinol. 2019;15:411–421.

2. Collins FS, Varmus H. N Engl J Med. 2020;382:2441–2448.

3. Nicolaidis S. Horm Behav. 2019;111:57–69.

March 26 — General Coaching

Releasing the Fear of Weight Fluctuations: Physiology, Not Failure

Description:
This talk reframes normal weight variability as physiologic and teaches clinicians to reduce catastrophic interpretations of scale changes.

Learning Objectives:

1. Explain physiologic causes of weight variability.

2. Identify catastrophizing patterns related to weight changes.

3. Apply reframing tools to support body trust.

Practice Gap:
Clinicians often misinterpret normal fluctuations as signs of dietary or metabolic “failure.”

References:

1. Kushner RF, et al. JAMA. 2020;323(4):379–380.

2. Hall KD, et al. Nat Rev Endocrinol. 2022;18:413–426.

3. Montani JP, et al. Obes Rev. 2018;19:232–247.

March 31 — General Coaching

Building Safety in the Body During Hormonal & Metabolic Change

Description:
This session teaches somatic grounding and breathwork strategies to create internal safety during physiologic transitions.

Learning Objectives:

1. Identify somatic cues of stress during hormonal or metabolic shifts.

2. Describe grounding techniques that support physiologic safety.

3. Apply nervous-system-based strategies to reduce reactivity.

Practice Gap:
Clinicians often lack somatic tools to regulate emotions during physiologic transitions.

References:

1. Khalsa SS, et al. Nat Rev Neurosci. 2018;19:665–678.

2. Price CJ, et al. Psychol Trauma. 2020;12(S1):S100–S109.

3. Mehling WE. Front Psychol. 2019;10:2675.

April 1 — Menopause Q&A

Cognitive Effects of Perimenopause: Brain Fog, Overthinking, and Thought Clarity

Description:
This session explains how hormonal transitions influence cognitive processing, working memory, and perceived “brain fog.” Clinicians learn to differentiate physiology-driven cognitive changes from stress-driven thought overload.

Learning Objectives:

1. Describe the neurocognitive effects of estrogen fluctuations during perimenopause.

2. Identify when cognitive symptoms arise from stress activation rather than pathology.

3. Apply strategies to restore clarity using regulated decision-making tools.

Practice Gap:
Clinicians often misinterpret brain fog as cognitive decline rather than a reversible physiologic and stress-mediated phenomenon.

References:

1. Weber MT et al. Endocr Rev. 2020;41(2):146–171.

2. Rehbein E et al. Psychoneuroendocrinology. 2022;140:105729.

3. Gordon JL et al. Menopause. 2021;28(3):269–276.

April 2 — General Coaching

When Your Brain Won’t Turn Off: Coaching Cognitive Overload in Physicians

Description:
This session covers cognitive velocity, intrusive thoughts, and the role of stress physiology in generating mental overactivity. Participants learn pacing and cognitive containment tools.

Learning Objectives:

1. Identify physiologic and psychological drivers of cognitive overload.

2. Recognize early cues of accelerated thinking.

3. Apply cognitive slowing and containment strategies.

Practice Gap:
Physicians rarely receive training on managing accelerated cognitive patterns driven by chronic stress.

References:

1. Arnsten AFT. Nat Rev Neurosci. 2020;21:271–282.

2. Etkin A. Am J Psychiatry. 2019;176:512–522.

3. Gross JJ. Psychol Inq. 2022;33(4):224–239.

April 3 — Executive Career Q&A

Executive Decision-Making Without Perfectionism

Description:
This session examines Control Distress in leadership, particularly over-analysis, over-preparation, and rigid decision-making. Participants learn how cognitive flexibility improves clarity and team outcomes.

Learning Objectives:

1. Identify the effects of perfectionism on leadership decisions.

2. Describe stress-related cognitive rigidity in high-stakes environments.

3. Apply flexible decision-making strategies grounded in regulation.

Practice Gap:
Clinicians in leadership roles often over-rely on perfectionistic decision processes that impair efficiency and team trust.

References:

1. Hill AP et al. Pers Individ Dif. 2020;152:109569.

2. Sorensen HB et al. J Appl Psychol. 2021;106(7):985–1002.

3. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

April 7 — DistressRx Didactic

Control Distress: Cognitive Rigidities, Perfectionism, and the Safety of Certainty

Description:
A didactic session detailing the cognitive, emotional, and physiologic mechanisms behind Control Distress. Clinicians learn how certainty-seeking becomes a safety strategy and how to regulate it.

Learning Objectives:

1. Identify characteristics and triggers of Control Distress.

2. Explain how cognitive rigidity emerges from stress physiology.

3. Apply calibration and micro-mistake tools to build flexibility.

Practice Gap:
Many physicians rely on rigid cognitive patterns under stress, limiting adaptability in clinical and personal environments.

References:

1. Paulus MP. Nat Rev Neurosci. 2019;20:203–216.

2. Pizzagalli DA. Nat Rev Neurosci. 2021;22:173–186.

3. Beck AT & Haigh EAP. Clin Psychol Sci. 2018;14:445–456.

April 9 — General Coaching

Identifying Cognitive Distortions in Real Time

Description:
This session teaches clinicians how to recognize automatic distortions—such as mind reading, catastrophizing, and all-or-nothing thinking—as they arise in daily practice.

Learning Objectives:

1. Identify common distortions during stress.

2. Distinguish regulated vs. distorted thinking.

3. Apply real-time cognitive defusion strategies.

Practice Gap:
Clinicians can often identify distortions retrospectively but lack skills to recognize them in the moment.

References:

1. Everaert J et al. Clin Psychol Rev. 2020;80:101891.

2. Hirsch CR et al. Annu Rev Clin Psychol. 2019;15:627–652.

3. Renner F et al. J Consult Clin Psychol. 2020;88(10):932–944.

April 13 — GLP-1 Coaching

Overthinking GLP-1 Symptoms: Reframing Fear-Based Interpretation

Description:
Clinicians learn to differentiate physiologic GLP-1 effects from fear-based interpretations such as catastrophizing plateaus, hunger shifts, or side-effect changes.

Learning Objectives:

1. Describe common GLP-1 physiologic symptom patterns.

2. Identify cognitive distortions influencing symptom interpretation.

3. Apply regulated interpretation tools for GLP-1 changes.

Practice Gap:
Clinicians often misinterpret normal GLP-1 adaptation as pathology due to fear-based cognition.

References:

1. Drucker DJ. Cell Metab. 2022;34(5):709–725.

2. Perakakis N et al. Physiol Rev. 2021;101:1451–1495.

3. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

April 13 — Nutrition Training Q&A

Cognitive Clarity in Nutrition: When Perfectionism Controls Eating

Description:
This session explores how perfectionistic thinking—rigid rules, moralizing food, “should” statements—creates cognitive overload in nutrition decisions.

Learning Objectives:

1. Identify perfectionistic nutrition patterns.

2. Describe the effects of cognitive rigidity on nutrition choices.

3. Apply flexible, clarity-building nutrition strategies.

Practice Gap:
Clinicians often default to rigid nutritional rules that increase stress and impair consistency.

References:

1. Dohle S et al. Health Psychol Rev. 2020;14(1):18–32.

2. Kessler RM et al. Obesity (Silver Spring). 2021;29:1807–1817.

3. Forman EM et al. Behav Res Ther. 2019;116:79–90.

April 14 — General Coaching

Perfectionism as Protection: Softening Rigid Thought Patterns

Description:
Participants learn how perfectionism functions as a nervous-system safety strategy and how to replace it with gentler, regulated forms of productivity.

Learning Objectives:

1. Describe the protective role of perfectionism.

2. Identify cognitive and emotional cues of rigidity.

3. Apply softening strategies to support flexible thinking.

Practice Gap:
Physicians commonly use perfectionism to manage stress without recognizing the long-term cognitive load.

References:

1. Hill AP et al. Pers Individ Dif. 2020;152:109569.

2. Shirotsuki K et al. Behav Ther. 2021;52(1):79–92.

3. Donahue J et al. J Anxiety Disord. 2019;62:15–23.

April 15 — Relationships Q&A

Perfectionism and Control Patterns in Relationships

Description:
This session explores how cognitive rigidity and perfectionistic expectations create relational strain, misattunement, and misunderstanding.

Learning Objectives:

1. Identify control-driven relational patterns.

2. Describe how thought rigidity influences communication.

3. Apply regulated relational strategies to improve connection.

Practice Gap:
Many clinicians unconsciously bring perfectionistic standards into close relationships, creating unintended conflict.

References:

1. Timmons AC et al. Emotion. 2021;21(3):435–450.

2. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

April 16 — General Coaching

Cognitive Pacing: Slowing Thinking to Reduce Emotional Reactivity

Description:
This session teaches clinicians to regulate thought speed using micro-pauses, breath pacing, and cognitive calibration to reduce emotional escalation.

Learning Objectives:

1. Identify signs of cognitive acceleration.

2. Explain the link between cognitive velocity and emotional reactivity.

3. Apply pacing tools to slow thought processes.

Practice Gap:
Clinicians rarely have structured tools for regulating cognitive speed in high-pressure settings.

References:

1. Ottaviani C et al. Biol Psychol. 2021;158:107990.

2. Martino G et al. J Clin Med. 2020;9(9):2783.

3. Farb NAS et al. Trends Cogn Sci. 2018;22(2):158–180.

April 21 — General Coaching

Distinguishing Intuition from Cognitive Noise

Description:
This session helps clinicians differentiate between regulated intuitive insight and fear-driven mental chatter by integrating CBT and DBT frameworks.

Learning Objectives:

1. Identify features of intuition vs. stress-driven thinking.

2. Describe common signs of cognitive noise.

3. Apply tools to clarify intuitive vs. reactive decisions.

Practice Gap:
Many clinicians misinterpret fear, urgency, or distorted thoughts as intuition.

References:

1. Sinclair S et al. Front Psychol. 2020;11:2897.

2. Kahneman D et al. Behav Brain Sci. 2021;44:e167.

3. Treadway MT et al. Nat Rev Neurosci. 2019;20:385–398.

April 23 — General Coaching

The Busy Brain: When Cognitive Flooding Mimics Anxiety

Description:
Participants learn to recognize cognitive flooding as a physiologic process rather than a psychological defect, with tools for containment and grounding.

Learning Objectives:

1. Describe physiologic drivers of cognitive flooding.

2. Distinguish flooding from anxiety disorders.

3. Apply grounding and containment strategies.

Practice Gap:
Clinicians frequently mislabel cognitive flooding as anxiety, leading to ineffective solutions.

References:

1. Khalsa SS et al. Nat Rev Neurosci. 2018;19:665–678.

2. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

3. Arnsten AFT. Nat Rev Neurosci. 2020;21:271–282.

April 28 — General Coaching

Unhooking From “I Should Be Doing More” Thinking

Description:
This session explores shame-driven productivity loops and teaches clinicians how to replace overfunctioning with sustainable cognitive and emotional boundaries.

Learning Objectives:

1. Identify “should”-based cognitive patterns.

2. Explain how shame drives overfunctioning.

3. Apply reframing tools to support sustainable productivity.

Practice Gap:
Physicians frequently engage in overworking due to shame-based cognitive distortions.

References:

1. Tang A et al. J Clin Psychol. 2021;77(2):401–414.

2. Kelly AC et al. Mindfulness. 2020;11:428–440.

3. Kirby JN. Clin Psychol Rev. 2019;70:40–50.

April 30 — General Coaching

Building Your Cognitive Awareness Blueprint™

Description:
Clinicians integrate cognitive pacing, distortion mapping, and perfectionism-trigger awareness into a personalized plan for mental clarity.

Learning Objectives:

1. Identify core components of a Cognitive Awareness Blueprint™.

2. Map personal distortion patterns and triggers.

3. Apply cognitive pacing routines for long-term clarity.

Practice Gap:
Although clinicians learn cognitive tools, few develop a personalized, integrated system for their daily practice.

References:

1. Birk JL et al. Psychol Sci. 2019;30(7):997–1007.

2. Farb NAS et al. Trends Cogn Sci. 2018;22(2):158–180.

3. Herman AM et al. Neurosci Biobehav Rev. 2021;130:367–382.

May 1 — Executive Career Q&A

Leadership Under Pressure: Regulating Emotional Activation Before You Respond

Description:
This session teaches physicians how to recognize somatic activation that precedes reactive leadership behavior. Participants learn grounding and pausing techniques to improve clarity before acting.

Learning Objectives:

1. Identify early somatic and emotional activation cues.

2. Explain how stress physiology affects leadership communication.

3. Apply pausing and grounding tools to support regulated decision-making.

Practice Gap:
Leaders frequently respond from activated states, impairing clarity, tone, and team stability.

References:

1. Arnsten AFT. Nat Rev Neurosci. 2020;21:271–282.

2. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

May 4 — GLP-1 Coaching

Emotional Eating, Urgency, and GLP-1s: Understanding the Somatic Urge to “Fix It Fast”

Description:
This session explores how GLP-1 therapy alters hunger perception and how emotional activation drives urgency-based eating patterns. Clinicians learn somatic tools that slow reactive urges.

Learning Objectives:

1. Describe how GLP-1 therapy impacts emotional and physiologic hunger signals.

2. Identify urgency-driven eating patterns associated with Impulsivity Distress.

3. Apply somatic grounding to reduce emotional food reactivity.

Practice Gap:
Clinicians often misinterpret emotional hunger as medication failure, leading to reactive decisions.

References:

1. Drucker DJ. Cell Metab. 2022;34:709–725.

2. Berthoud HR. Nat Rev Endocrinol. 2021;17:137–152.

3. Finlayson G et al. Appetite. 2021;158:105013.

May 5 — General Coaching

Feeling Without Fixing: Tools for Emotional Containment

Description:
Participants learn DBT- and polyvagal-informed practices for holding emotional states without immediately reacting, fixing, or suppressing them.

Learning Objectives:

1. Identify emotional activation patterns requiring containment.

2. Explain the Window of Tolerance and how to use it for self-regulation.

3. Apply at least three containment strategies to reduce reactive decisions.

Practice Gap:
Many clinicians attempt to “fix” emotions quickly, preventing complete emotional processing and regulation.

References:

1. Linehan MM. Curr Opin Psychol. 2020;37:26–30.

2. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

3. Price CJ et al. Psychol Trauma. 2020;12(S1):S100–S109.

May 6 — Menopause Q&A

Perimenopause, Mood Shifts & Emotional Reactivity: What’s Physiology vs. Activation?

Description:
This session helps clinicians differentiate hormone-driven emotional fluctuations from distress-driven activation, increasing clarity in midlife emotional interpretation.

Learning Objectives:

1. Describe how perimenopausal hormone shifts affect emotional processing.

2. Identify activation patterns that mimic hormone-related emotional surges.

3. Apply strategies to separate physiology from stress-driven reactivity.

Practice Gap:
Clinicians often mislabel hormonal emotional shifts as psychological instability.

References:

1. Gordon JL et al. J Clin Endocrinol Metab. 2021;106(4):e1654–e1668.

2. Morrison KE et al. Neurobiol Stress. 2019;11:100191.

3. Weber MT et al. Endocr Rev. 2020;41:146–171.

May 7 — General Coaching

Rapid Emotional Activation: Breaking the Cycle of “Act Now, Regret Later”

Description:
Participants learn how fast-cycle emotional activation leads to impulsive decisions, and how to use micro-pauses to prevent escalation.

Learning Objectives:

1. Identify early cues of rapid emotional activation.

2. Describe physiologic pathways that generate urgent emotional responses.

3. Apply micro-pause strategies to interrupt impulsive behavior.

Practice Gap:
Many clinicians struggle to intervene early enough in emotional escalation to prevent reactive actions.

References:

1. Etkin A. Am J Psychiatry. 2019;176:512–522.

2. Treadway MT et al. Nat Rev Neurosci. 2019;20:385–398.

3. Ottaviani C et al. Biol Psychol. 2021;158:107990.

May 11 — Nutrition Training Q&A

Emotional Urges & Nutrition: Stabilizing States to Prevent Reactive Eating

Description:
This session teaches clinicians how to distinguish emotional hunger from physiologic hunger and create regulation strategies that prevent reactive nutrition decisions.

Learning Objectives:

1. Identify physiologic vs. emotional hunger cues.

2. Explain how emotional activation influences eating behavior.

3. Apply grounding and stabilizing tools before food decisions.

Practice Gap:
Clinicians frequently address emotional eating cognitively rather than somatically.

References:

1. Tanofsky-Kraff M et al. Int J Eat Disord. 2019;52:1286–1294.

2. Reichelt AC et al. J Endocrinol. 2021;248:R1–R14.

3. St-Onge MP. Nutrients. 2023;15:204.

May 12 — DistressRx Didactic

Impulsivity Distress: Fast Emotions, Fast Decisions, and Somatic Regulation

Description:
A clinical dive into the physiologic urgency that drives rapid emotional and behavioral responses, with a focus on somatic grounding and micro-delays.

Learning Objectives:

1. Identify physiologic signatures of Impulsivity Distress.

2. Describe the role of urgency in fast-cycle emotional decisions.

3. Apply somatic strategies to reduce activation before acting.

Practice Gap:
Clinicians lack structured somatic regulation tools to interrupt impulsive patterns.

References:

1. Dalley JW et al. Nat Rev Neurosci. 2021;22:535–550.

2. Khalsa SS et al. Nat Rev Neurosci. 2018;19:665–678.

3. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

May 14 — General Coaching

Somatic Grounding for Physicians Who Can’t Slow Down

Description:
This practical session teaches targeted somatic resets, sensory grounding, and breathwork for clinicians who operate in chronic activation.

Learning Objectives:

1. Identify signs of chronic sympathetic activation.

2. Describe grounding techniques that reduce physiologic speed.

3. Apply at least three somatic tools to daily practice.

Practice Gap:
Clinicians often understand somatic theory but lack usable, quick, in-the-moment grounding strategies.

References:

1. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

2. Price CJ. Psychol Trauma. 2020;12:S100–S109.

3. Mehling WE. Front Psychol. 2019;10:2675.

May 19 — General Coaching

Learning Your Emotional Signature: Early Cues, Escalation Patterns & Recovery

Description:
Clinicians map their personal emotional activation patterns to improve early regulation and prevent escalation.

Learning Objectives:

1. Identify unique emotional activation signatures.

2. Describe escalation patterns and early cues.

3. Apply personalized recovery strategies.

Practice Gap:
Most clinicians have never mapped their personal emotional response patterns despite their influence on decisions.

References:

1. Lane RD et al. Emotion Rev. 2020;12(3):151–163.

2. Smith R et al. Nat Commun. 2021;12:517.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

May 20 — Relationships Q&A

Emotional Intensity in Relationships: Containment, Repair, and Reducing Reactivity

Description:
A relational session on co-regulating during emotional surges, repairing after reactivity, and maintaining connection.

Learning Objectives:

1. Identify relational patterns influenced by emotional intensity.

2. Explain co-regulation and its role in emotional repair.

3. Apply strategies to reduce relational reactivity.

Practice Gap:
Clinicians often lack relational repair skills grounded in regulation and physiology.

References:

1. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Feldman R. Curr Opin Psychol. 2021;43:6–11.

May 21 — General Coaching

Urgency vs. Truth: Distinguishing Emotional Impulse from Emotional Insight

Description:
Participants learn to identify when urges are activation-based rather than aligned with authentic emotional truth.

Learning Objectives:

1. Differentiate activation-driven urges from regulated emotional insight.

2. Describe cognitive and somatic cues of urgency.

3. Apply tools that support clarity before acting.

Practice Gap:
Clinicians frequently mistake emotional activation for intuition or truth.

References:

1. Sinclair S et al. Front Psychol. 2020;11:2897.

2. Kahneman D et al. Behav Brain Sci. 2021;44:e167.

3. Treadway MT et al. Nat Rev Neurosci. 2019;20:385–398.

May 26 — General Coaching

Emotional Containment for High-Intensity Days

Description:
Participants learn structured emotional boundaries and containment tools that prevent flooding and reactivity on demanding clinical days.

Learning Objectives:

1. Identify signs of emotional flooding.

2. Describe boundaries that support internal containment.

3. Apply micro-containment strategies during high-intensity work.

Practice Gap:
High-volume clinical work often pushes physicians beyond emotional capacity without real-time containment tools.

References:

1. Etkin A. Am J Psychiatry. 2019;176:512–522.

2. Gross JJ. Psychol Inq. 2022;33:224–239.

3. Ottaviani C et al. Biol Psychol. 2021;158:107990.

May 28 — General Coaching

Building Your Emotional Regulation Blueprint™

Description:
Clinicians integrate somatic, emotional, and cognitive tools to create a personalized, sustainable emotional regulation plan tailored to their distress subtype.

Learning Objectives:

1. Identify key components of an Emotional Regulation Blueprint™.

2. Match regulation tools to specific distress activation patterns.

3. Apply personalized routines for emotional stability.

Practice Gap:
Clinicians rarely synthesize emotional regulation tools into a single coherent practice plan.

References:

1. Birk JL et al. Psychol Sci. 2019;30:997–1007.

2. Khalsa SS et al. Nat Rev Neurosci. 2018;19:665–678.

3. Herman AM et al. Neurosci Biobehav Rev. 2021;130:367–382.

June 2 — DistressRx Didactic

Validation Distress: People-Pleasing, Over-Functioning, and the Physiology of Relational Anxiety

Description:
This session introduces the physiologic and cognitive mechanisms behind Validation Distress, where approval-seeking becomes a survival strategy. Participants learn how relational anxiety leads to over-functioning and emotional self-abandonment.

Learning Objectives:

1. Identify signs and drivers of Validation Distress.

2. Describe the physiologic basis of people-pleasing and relational hyper-attunement.

3. Apply strategies to maintain authenticity without self-abandonment.

Practice Gap:
Clinicians often over-function in relationships—professionally and personally—without understanding the physiologic patterns fueling these behaviors.

References:

1. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

June 3 — Menopause Q&A

Relationships, Mood Shifts & Midlife: Navigating Emotional Cycles with Co-Regulation

Description:
Clinicians learn how hormonal shifts influence mood and relational attunement, and how co-regulation can support stability during midlife transitions.

Learning Objectives:

1. Describe hormonal influences on mood during perimenopause.

2. Identify signs of relational misattunement caused by physiologic changes.

3. Apply co-regulation strategies to support emotional stability.

Practice Gap:
Many clinicians lack tools to navigate relational stress arising from midlife hormonal changes.

References:

1. Gordon JL et al. Psychoneuroendocrinology. 2021;128:105214.

2. Santoro N. Menopause. 2020;27(4):371–379.

3. Kingsberg SA et al. Menopause. 2020;27(8):879–891.

June 4 — Open Session

Relational Safety 101: Understanding Connection, Misattunement & Co-Presence

Description:
This foundational session outlines the physiology of relational safety, including the role of the vagus nerve, presence, and nonverbal cues in creating secure connection.

Learning Objectives:

1. Identify physiologic markers of relational safety.

2. Describe how misattunement affects nervous-system states.

3. Apply co-presence and attunement strategies in daily communication.

Practice Gap:
Clinicians are not formally trained in relational physiology or nervous-system-based connection skills.

References:

1. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

June 6 — Executive Career Q&A

Leadership Boundaries: Regulating While Leading, Not People-Pleasing

Description:
This session teaches leadership-focused boundary skills, helping clinicians lead from grounded authority rather than approval-seeking behaviors.

Learning Objectives:

1. Identify people-pleasing patterns in leadership.

2. Describe how relational activation affects executive boundaries.

3. Apply grounded boundary strategies for regulated leadership.

Practice Gap:
Leaders often conflate connection with compliance, leading to burnout and boundary erosion.

References:

1. Sorensen HB et al. J Appl Psychol. 2021;106:985–1002.

2. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

June 8 — Nutrition Training Q&A

Overfunctioning Around Food: When You Manage Everyone Else’s Choices

Description:
This talk explores validation seeking through food control—managing others’ nutrition, hyper-responsibility, and boundary collapse around eating.

Learning Objectives:

1. Identify validation-driven food behaviors.

2. Describe social and relational patterns influencing food decisions.

3. Apply boundary-based strategies for nutrition autonomy.

Practice Gap:
Clinicians frequently assume responsibility for others’ eating behaviors, contributing to emotional burnout.

References:

1. Lupton D. Appetite. 2020;155:104800.

2. Reichelt AC et al. J Endocrinol. 2021;248:R1–R14.

3. Dohle S et al. Health Psychol Rev. 2020;14(1):18–32.

June 9 — DistressRx Didactic

Co-Regulation, Not Self-Abandonment: Nervous System Tools for Relational Safety

Description:
This session teaches the difference between healthy co-regulation and relational over-functioning. Clinicians learn grounding, pacing, and emotional alignment tools.

Learning Objectives:

1. Describe the physiology of co-regulation.

2. Identify signs of self-abandonment during relational stress.

3. Apply nervous-system-based strategies for safe relational connection.

Practice Gap:
Clinicians often confuse emotional labor with emotional support, leading to burnout.

References:

1. Feldman R. Curr Opin Psychol. 2021;43:6–11.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

June 11 — Open Session

Practice Lab: Boundary Scripts, Repair Conversations & Nervous-System-Safe Dialogue

Description:
A hands-on lab for practicing real-time boundary communication, rupture repair scripts, and tone pacing techniques.

Learning Objectives:

1. Identify components of nervous-system-safe communication.

2. Describe techniques for rupture repair.

3. Apply scripted and unscripted boundary communication tools.

Practice Gap:
Clinicians rarely practice boundary-setting in a regulated environment, limiting application during stress.

References:

1. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Timmons AC et al. Emotion. 2021;21:435–450.

June 16 — DistressRx Didactic

Repair After Rupture: How to Reconnect Without Over-Apologizing or Over-Explaining

Description:
Participants learn how to repair relational ruptures from a grounded state, avoiding over-functioning, over-apologizing, or self-blame.

Learning Objectives:

1. Identify healthy components of rupture repair.

2. Describe pitfalls of over-apologizing and over-explaining.

3. Apply regulated repair strategies to restore connection.

Practice Gap:
Clinicians often default to excessive self-blame during conflict repair.

References:

1. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

June 17 — Relationships Q&A

Intimacy, Boundaries & Emotional Merging: Staying Connected Without Losing Yourself

Description:
This session explores Validation Distress in intimacy and teaches clinicians how to stay emotionally connected while maintaining boundaries.

Learning Objectives:

1. Identify signs of emotional merging and boundary loss.

2. Describe how relational anxiety influences intimacy patterns.

3. Apply strategies for regulated intimacy and connection.

Practice Gap:
Clinicians often merge emotionally during stress, compromising relationship stability.

References:

1. Brotto LA. J Sex Med. 2019;16:1787–1800.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Feldman R. Curr Opin Psychol. 2021;43:6–11.

June 18 — General Coaching

Saying No Without Guilt: Nervous-System-Aligned Boundary Setting

Description:
Participants learn strategies to tolerate the discomfort of others’ emotions while setting boundaries aligned with internal needs.

Learning Objectives:

1. Identify guilt-driven patterns that hinder boundary setting.

2. Describe the physiology of guilt and relational activation.

3. Apply boundary-setting tools that align with nervous-system regulation.

Practice Gap:
Clinicians frequently struggle to say no due to guilt and relational hyper-attunement.

References:

1. Porges SW. Compr Psychoneuroendocrinol. 2021;7:100071.

2. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

3. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

June 22 — GLP-1 Coaching

Co-Regulation & Support Systems for GLP-1 Users: Reducing Shame, Pressure & Over-Explaining

Description:
This session focuses on relational stress patterns that emerge when clinicians feel pressured to justify GLP-1 use. Participants learn regulated communication strategies.

Learning Objectives:

1. Identify relational stress patterns specific to GLP-1 use.

2. Describe shame-based narratives that drive over-explaining.

3. Apply regulated communication tools when discussing GLP-1 therapy.

Practice Gap:
Clinicians often face judgment or misunderstanding about GLP-1 therapy, leading to unnecessary stress.

References:

1. Wharton S et al. Obesity. 2022;30:23–32.

2. Drucker DJ. Cell Metab. 2022;34:709–725.

3. Gariepy G et al. Psychoneuroendocrinology. 2020;120:104792.

June 23 — General Coaching

From Hyper-Attuned to Self-Attuned: Shifting Out of People-Pleasing Patterns

Description:
Participants learn how to redirect attention inward, building internal validation and reducing reliance on others’ emotional states.

Learning Objectives:

1. Identify signs of relational hyper-attunement.

2. Describe how self-attunement reduces Validation Distress.

3. Apply self-attunement tools to daily clinical and personal situations.

Practice Gap:
Clinicians often prioritize others’ emotions over their own internal needs.

References:

1. Feldman R. Curr Opin Psychol. 2021;43:6–11.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Sinclair S et al. Front Psychol. 2020;11:2897.

June 25 — General Coaching

Handling Conflict Without Shutting Down or Over-Apologizing

Description:
This session teaches clinicians how to remain regulated during conflict, avoiding withdrawal (shutdown) and over-apologizing (self-abandonment).

Learning Objectives:

1. Identify maladaptive conflict patterns.

2. Describe physiologic responses to interpersonal stress.

3. Apply regulated conflict navigation strategies.

Practice Gap:
Clinicians commonly enter fight/flight/freeze patterns during conflict, leading to ineffective communication.

References:

1. Timmons AC et al. Emotion. 2021;21:435–450.

2. Price CJ et al. Psychol Trauma. 2020;12(S1):S100–S109.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

June 30 — General Coaching

Building Your Relationship Regulation Plan™

Description:
Clinicians integrate co-regulation, boundaries, repair strategies, and communication tools into a comprehensive relational blueprint.

Learning Objectives:

1. Identify essential components of a Relationship Regulation Plan™.

2. Describe relational patterns requiring specific regulation tools.

3. Apply blueprinting to support consistent relational stability.

Practice Gap:
Clinicians often lack a cohesive, personalized framework for managing relational stress.

References:

1. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

July 2 — General Coaching

When Your Job Drains You: Identifying Role Drift & Realigning Your Energy

Description:
This session explores how clinicians drift away from aligned responsibilities into energy-depleting tasks, often due to stress or obligation. Participants learn strategies to realign tasks with purpose and capacity.

Learning Objectives:

1. Identify signs of role drift in clinical practice.

2. Describe how misalignment contributes to emotional and energetic exhaustion.

3. Apply strategies to realign tasks with purpose and boundaries.

Practice Gap:
Clinicians often take on tasks misaligned with their core role, contributing to burnout and decreased fulfillment.

References:

1. West CP et al. Lancet. 2018;392:10153.

2. Shanafelt TD et al. Mayo Clin Proc. 2021;96(8):2134–2145.

3. Bodenheimer T, Sinsky C. Ann Fam Med. 2014;12(6):574–576.

July 7 — General Coaching

Purpose vs. Pressure: Are You Working From Meaning or Control?

Description:
This session distinguishes purpose-driven motivation from Control Distress–driven overfunctioning. Clinicians learn how pressure-based productivity erodes fulfillment.

Learning Objectives:

1. Differentiate purpose-based work from pressure-based work.

2. Identify Control Distress patterns influencing overfunctioning.

3. Apply tools to shift toward meaning-aligned tasks.

Practice Gap:
Physicians often cannot distinguish whether their work patterns arise from inspiration or fear, leading to misaligned effort.

References:

1. Martela F, Steger MF. Rev Gen Psychol. 2020;24(3):205–239.

2. Hill PL et al. J Posit Psychol. 2021;16(3):322–331.

3. Sinsky CA et al. Ann Intern Med. 2020;172(3):200–211.

July 8 — Menopause Q&A

Midlife Career Transitions: Hormones, Identity & Reclaiming Your Next Chapter

Description:
Clinicians learn how hormonal transitions influence motivation, identity, and career clarity. Strategies for reclaiming meaningful career direction in midlife are provided.

Learning Objectives:

1. Describe how hormonal changes affect identity and career decision-making.

2. Identify midlife cognitive and emotional shifts impacting purpose.

3. Apply frameworks for career evaluation during hormonal transition.

Practice Gap:
Midlife clinicians often misinterpret physiologic changes as career dissatisfaction without understanding their origin.

References:

1. Weber MT et al. Endocr Rev. 2020;41:146–171.

2. Thurston RC et al. Lancet Endocrinol. 2021;9:690–702.

3. Lachman ME. Dev Psychol. 2021;57(2):166–180.

July 9 — General Coaching

Letting Go of “If I Don’t Do It, It Won’t Get Done”: Releasing Control Distress in Daily Work

Description:
Participants investigate delegation resistance and cognitive patterns that maintain overresponsibility. Tools for building trust and reducing micromanagement are introduced.

Learning Objectives:

1. Identify cognitive patterns driving overresponsibility.

2. Describe how Control Distress contributes to micromanagement.

3. Apply strategies to delegate and reduce workload burden.

Practice Gap:
Physicians often struggle to delegate due to cognitive rigidity and responsibility overload.

References:

1. Sorensen HB et al. J Appl Psychol. 2021;106:985–1002.

2. Beck AT & Haigh EAP. Clin Psychol Sci. 2018;14:445–456.

3. West CP et al. Lancet. 2018;392:10153.

July 10 — Executive Career Q&A

Leadership Through Regulation: Authority Without Overcontrol

Description:
Clinicians learn how regulated leadership creates trust, reduces team anxiety, and prevents micromanagement.

Learning Objectives:

1. Identify patterns of overcontrol in leadership roles.

2. Describe how regulated authority improves team stability.

3. Apply strategies to lead from calm, grounded presence.

Practice Gap:
Many physician leaders default to micromanagement as a stress response rather than a leadership choice.

References:

1. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

2. Hodgkinson GP et al. J Occup Organ Psychol. 2021;94:588–613.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

July 13 — Nutrition Training Q&A

Purpose & Food: Eating in Alignment With Energy, Not Obligation

Description:
This session teaches clinicians how to reduce rule-based or obligation-based eating patterns and instead fuel according to physiologic needs and purpose-aligned routines.

Learning Objectives:

1. Identify rule-based nutrition patterns.

2. Describe how obligation-driven eating undermines metabolic alignment.

3. Apply purpose-driven fueling strategies.

Practice Gap:
Physicians often eat based on rules rather than physiologic cues, increasing stress and inconsistency.

References:

1. Dohle S et al. Health Psychol Rev. 2020;14:18–32.

2. Leidy HJ et al. Nutr Today. 2020;55(3):129–138.

3. Reichelt AC et al. J Endocrinol. 2021;248:R1–R14.

July 14 — General Coaching

The Purpose Alignment Model: Reconnecting WHY → HOW → WHAT You Do

Description:
Participants learn a structured framework for aligning tasks with mission and identity to reduce burnout and reclaim meaningful work.

Learning Objectives:

1. Describe the Purpose Alignment Model.

2. Identify sources of misalignment in clinical and personal tasks.

3. Apply the model to restore clarity and motivation.

Practice Gap:
Clinicians lack structured tools to reconnect daily tasks with deeper purpose.

References:

1. Martela F et al. Rev Gen Psychol. 2020;24:205–239.

2. Hill PL et al. J Posit Psychol. 2021;16:322–331.

3. Sinsky CA et al. Ann Intern Med. 2020;172:200–211.

July 15 — Relationships Q&A

Purpose-Driven Relationships: Staying Connected Without Losing Yourself

Description:
This session explores how Control and Validation Distress affect relational patterns and how to build connection without self-sacrifice.

Learning Objectives:

1. Identify distress patterns that impact relational identity.

2. Describe how purpose supports healthy boundaries.

3. Apply purpose-driven relational communication strategies.

Practice Gap:
Clinicians often compromise identity in relationships due to stress-based patterns.

References:

1. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Timmons AC et al. Emotion. 2021;21:435–450.

July 16 — General Coaching

Breaking the Cycle of Overachievement: When “Excellence” Becomes Exhaustion

Description:
Participants explore the emotional and cognitive drivers of overachievement and learn sustainable performance strategies.

Learning Objectives:

1. Identify overachievement patterns driven by distress.

2. Describe consequences of identity-based overperformance.

3. Apply sustainable excellence practices.

Practice Gap:
Clinicians frequently equate self-worth with performance metrics.

References:

1. Curran T et al. Psychol Bull. 2018;144:3–31.

2. Donahue J et al. J Anxiety Disord. 2019;62:15–23.

3. Shanafelt TD et al. Mayo Clin Proc. 2021;96:2134–2145.

July 20 — GLP-1 Coaching

Redefining Success on GLP-1s: Purpose, Identity & Letting Go of Weight-Control Pressure

Description:
This session reframes GLP-1 progress using identity, purpose, and long-term healthspan rather than short-term weight outcomes.

Learning Objectives:

1. Identify cognitive distortions around progress and plateaus.

2. Describe how identity impacts GLP-1 expectations.

3. Apply purpose-driven frameworks to evaluate success.

Practice Gap:
Physicians often overemphasize weekly weight changes instead of long-term metabolic improvements.

References:

1. Wharton S et al. Obesity. 2022;30:23–32.

2. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

3. Drucker DJ. Cell Metab. 2022;34:709–725.

July 21 — General Coaching

Fear-Based Career Decisions: How Control Distress Keeps You Stuck

Description:
Participants learn how fear of uncertainty, instability, or disapproval impacts career choices and how to return to values-based direction.

Learning Objectives:

1. Identify fear-based decision patterns.

2. Describe the role of Control Distress in career paralysis.

3. Apply values-based decision strategies.

Practice Gap:
Clinicians often stay in misaligned roles due to fear rather than strategic planning.

References:

1. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

2. Martela F et al. Rev Gen Psychol. 2020;24:205–239.

3. Lachman ME. Dev Psychol. 2021;57:166–180.

July 23 — General Coaching

Boundary-Based Time Management: Protecting Creative Energy & Clinical Sanity

Description:
This session introduces boundary-forward time management that prioritizes energy rather than obligation.

Learning Objectives:

1. Identify energy leaks in scheduling.

2. Describe boundary-based scheduling principles.

3. Apply time-blocking aligned with energy and purpose.

Practice Gap:
Clinicians often manage time reactively, not strategically, leading to chronic depletion.

References:

1. Sinsky CA et al. Ann Intern Med. 2020;172:200–211.

2. West CP et al. Lancet. 2018;392:10153.

3. Shanafelt TD et al. Mayo Clin Proc. 2021;96:2134–2145.

July 28 — General Coaching

Identity Beyond the White Coat: Who Are You Outside of Productivity?

Description:
Clinicians explore identity beyond work, productivity, and achievement to build a grounded, flexible sense of self.

Learning Objectives:

1. Identify internalized professional identity beliefs.

2. Describe how productivity-based identity develops in medicine.

3. Apply tools to build a broader sense of self.

Practice Gap:
Many clinicians struggle to separate personal identity from professional performance.

References:

1. Gold KJ et al. Acad Med. 2020;95:1752–1759.

2. Patel RS et al. Psychiatry Res. 2021;295:113598.

3. Martela F et al. Rev Gen Psychol. 2020;24:205–239.

July 30 — General Coaching

Designing Your Purpose Map & Work Fulfillment Plan

Description:
Participants synthesize July’s themes into a long-term vision and tactical plan for fulfilling, purpose-driven work.

Learning Objectives:

1. Describe components of a Purpose Map.

2. Identify fulfillment barriers in clinical practice.

3. Apply mapping tools to design a 6–12 month career plan.

Practice Gap:
Clinicians rarely develop structured, long-term plans for purpose-aligned professional development.

References:

1. Hill PL et al. J Posit Psychol. 2021;16:322–331.

2. Martela F et al. Rev Gen Psychol. 2020;24:205–239.

3. Shanafelt TD et al. Mayo Clin Proc. 2021;96:2134–2145.

August 4 — Open Session

Energetic Reset Foundations: How Rhythm, Rest & Recovery Create Real Vitality

Description:
This session teaches clinicians how ultradian rhythms, circadian cycles, and physiologic recovery periods affect cognitive clarity, emotional regulation, and metabolic stability. Participants learn how structured rest improves performance.

Learning Objectives:

1. Describe the physiologic foundations of circadian and ultradian cycles.

2. Identify signs of physiologic fatigue vs. motivational fatigue.

3. Apply rest-based recovery strategies to support sustainable clinical performance.

Practice Gap:
Clinicians routinely override natural recovery cycles, contributing to burnout and dysregulation.

References:

1. Skowronski MD et al. Nat Rev Endocrinol. 2021;17:785–801.

2. Blume C et al. Nat Rev Neurosci. 2019;20:743–756.

3. Šimpraga S et al. Curr Opin Physiol. 2022;25:100482.

August 5 — Menopause Q&A

Sleep, Hormones & Midlife Energy: Regulating Rest Cycles During Perimenopause

Description:
This session examines how estrogen and progesterone fluctuations influence sleep architecture, circadian alignment, and nighttime awakenings during perimenopause.

Learning Objectives:

1. Describe hormonal contributions to sleep disruption in perimenopause.

2. Identify physiologic patterns that impair nighttime rest and energy recovery.

3. Apply evidence-based strategies to improve midlife sleep quality.

Practice Gap:
Clinicians often lack menopause-specific tools for sleep regulation during hormonal transition.

References:

1. Rahman SA et al. J Clin Endocrinol Metab. 2019;104:4755–4770.

2. Santoro N et al. Menopause. 2020;27:371–379.

3. Moline ML et al. Sleep Med Rev. 2021;58:101435.

August 6 — Open Session

The Rest You Weren’t Trained to Take: Building Your Personal Recovery Menu

Description:
This session helps clinicians identify types of recovery—physical, cognitive, emotional, and spiritual—and create a tailored plan that reduces chronic sympathetic activation.

Learning Objectives:

1. Identify four types of physiologic recovery and when each is needed.

2. Describe how chronic activation reduces the effectiveness of rest.

3. Apply a personalized recovery menu to daily practice.

Practice Gap:
Medical training emphasizes endurance over rest, leaving clinicians without tools for sustainable recovery.

References:

1. Blume C et al. Nat Rev Neurosci. 2019;20:743–756.

2. Danhauer SC et al. JAMA Netw Open. 2022;5:e2244031.

3. Herman AM et al. Neurosci Biobehav Rev. 2021;130:367–382.

August 7 — Executive Career Q&A

Energy-Informed Leadership: Pacing, Rest, and Avoiding Impulsive Executive Decisions

Description:
This session teaches leaders how energy fluctuations impact decision-making quality and how rest-based pacing prevents reactive executive behaviors.

Learning Objectives:

1. Describe the relationship between energy states and decision quality.

2. Identify signs of energy-driven impulsivity in leadership.

3. Apply pacing strategies to enhance clarity and executive presence.

Practice Gap:
Leaders often make rapid decisions during low-capacity states, increasing error rates and team tension.

References:

1. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

2. Šimpraga S et al. Curr Opin Physiol. 2022;25:100482.

3. Hodgkinson GP et al. J Occup Organ Psychol. 2021;94:588–613.

August 11 — General Coaching

When You Can’t Slow Down: Coaching the Urge to Overdo, Overwork & Overcommit

Description:
Participants explore Impulsivity Distress as it manifests through overworking, overcommitting, and difficulty stopping. Tools for nervous-system pacing are introduced.

Learning Objectives:

1. Identify physiologic and emotional drivers of overworking.

2. Describe how Impulsivity Distress manifests as chronic overcommitment.

3. Apply pacing strategies to reduce compulsive productivity.

Practice Gap:
Clinicians often ignore early physiologic cues of depletion, leading to chronic overextension.

References:

1. Treadway MT et al. Nat Rev Neurosci. 2019;20:385–398.

2. Ottaviani C et al. Biol Psychol. 2021;158:107990.

3. Martino G et al. J Clin Med. 2020;9:2783.

August 13 — General Coaching

Fatigue, Mood Swings & “Why Am I So Tired?”: Understanding Chronic Sympathetic Activation

Description:
This session clarifies the difference between low motivation and physiologic fatigue resulting from chronic sympathetic drive. Participants learn regulation strategies to reduce baseline activation.

Learning Objectives:

1. Describe how chronic sympathetic activation contributes to fatigue.

2. Identify mood and cognitive patterns linked to physiologic overactivation.

3. Apply regulation strategies to restore balanced energy.

Practice Gap:
Clinicians often address fatigue with willpower instead of physiologic regulation tools.

References:

1. Goldstein DS. Compr Physiol. 2020;10:1319–1384.

2. McEwen BS. Nat Neurosci. 2021;24:108–120.

3. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

August 17 — GLP-1 Coaching

GLP-1, Appetite Rhythms & Energy Flow: Stabilizing Hunger, Sleep & Nervous System Speed

Description:
This session explores how GLP-1 therapy interacts with circadian rhythms, appetite cycles, and physiologic pacing.

Learning Objectives:

1. Describe the relationship between GLP-1 therapy and appetite rhythms.

2. Identify signs of dysregulated hunger or energy flow during treatment.

3. Apply circadian-aligned fueling and pacing strategies.

Practice Gap:
Clinicians often overlook circadian influences on GLP-1 hunger patterns, leading to misinterpretation of symptoms.

References:

1. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

2. Perakakis N et al. Physiol Rev. 2021;101:1451–1495.

3. Skowronski MD et al. Nat Rev Endocrinol. 2021;17:785–801.

August 18 — General Coaching

The 90/20 Rhythm: Using Ultradian Cycles to Prevent Burnout & Boost Clarity

Description:
Participants learn how to align work blocks with ultradian rhythms (90 minutes focus + 20 minutes recovery) to support mental clarity and prevent burnout.

Learning Objectives:

1. Describe the science of ultradian rhythms.

2. Identify early cues of ultradian fatigue.

3. Apply 90/20 work–recovery pacing to clinical and administrative tasks.

Practice Gap:
Physicians often structure their work against—not with—their natural ultradian cycles.

References:

1. Šimpraga S et al. Curr Opin Physiol. 2022;25:100482.

2. Blume C et al. Nat Rev Neurosci. 2019;20:743–756.

3. Skowronski MD et al. Nat Rev Endocrinol. 2021;17:785–801.

August 19 — Relationships Q&A

Relationship Energy: Managing Emotional Overactivation & Preventing Reactive Communication

Description:
This session explores how emotional overactivation alters relational communication and how co-regulation improves clarity and connection.

Learning Objectives:

1. Identify signs of emotional overactivation during communication.

2. Describe how nervous-system states influence relational tone.

3. Apply co-regulation strategies to reduce reactive communication.

Practice Gap:
Clinicians often communicate while emotionally activated, increasing conflict and misattunement.

References:

1. Timmons AC et al. Emotion. 2021;21:435–450.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Feldman R. Curr Opin Psychol. 2021;43:6–11.

August 20 — General Coaching

Impulsive Decisions vs. Intuitive Knowing: Learning to Slow Emotional Peaks Before You Act

Description:
Participants learn how to slow emotional spikes with breath, time, and pacing to differentiate emotional urgency from true intuition.

Learning Objectives:

1. Identify early signals of emotional peaks.

2. Describe differences between impulsive urges and intuitive insight.

3. Apply slowing strategies including the 24-hour rule.

Practice Gap:
Clinicians frequently misinterpret urgency as intuition, leading to premature decisions.

References:

1. Sinclair S et al. Front Psychol. 2020;11:2897.

2. Kahneman D et al. Behav Brain Sci. 2021;44:e167.

3. Treadway MT et al. Nat Rev Neurosci. 2019;20:385–398.

August 25 — General Coaching

Circadian Alignment for Physicians: Light, Timing & Resetting Your Internal Clock

Description:
This session provides evidence-based strategies for regulating sleep/wake cycles through light exposure, temperature modulation, and nutrition timing.

Learning Objectives:

1. Describe the physiologic determinants of circadian alignment.

2. Identify factors that disrupt circadian timing in clinicians.

3. Apply practical tools to optimize circadian regulation.

Practice Gap:
Clinicians often unknowingly disrupt circadian rhythms through work schedules and lifestyle patterns.

References:

1. Blume C et al. Nat Rev Neurosci. 2019;20:743–756.

2. Skowronski MD et al. Nat Rev Endocrinol. 2021;17:785–801.

3. Rahman SA et al. J Clin Endocrinol Metab. 2019;104:4755–4770.

August 27 — General Coaching

Building Your Energy Recovery Blueprint™

Description:
Participants create a personalized recovery plan combining rest, pacing, circadian strategies, and Impulsivity Distress regulation tools.

Learning Objectives:

1. Identify key components of an Energy Recovery Blueprint™.

2. Describe the interaction of rest, pacing, and physiologic stress cycles.

3. Apply personalized recovery strategies to support vitality.

Practice Gap:
Clinicians rarely integrate rest science into a consistent, personalized recovery system.

References:

1. McEwen BS. Nat Neurosci. 2021;24:108–120.

2. Herman AM et al. Neurosci Biobehav Rev. 2021;130:367–382.

3. Blume C et al. Nat Rev Neurosci. 2019;20:743–756.

September 1 — General Coaching

Consistency Over Isolation: Rebuilding Routine When You’ve Pulled Away

Description:
This session teaches clinicians how Isolation Distress disrupts routines, leading to withdrawal, shame loops, and avoidance. Participants learn gentle re-entry strategies that promote sustainable consistency.

Learning Objectives:

1. Identify cognitive and emotional patterns that drive withdrawal.

2. Describe the physiologic impact of Isolation Distress.

3. Apply micro–re-entry strategies to rebuild routine without overwhelm.

Practice Gap:
Clinicians often wait until they feel “ready” to restart habits, prolonging periods of disengagement.

References:

1. Cacioppo JT et al. Nat Rev Neurosci. 2019;20:745–756.

2. Birk JL et al. Psychol Sci. 2019;30:997–1007.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

September 2 — Menopause Q&A

Muscle, Menopause & Metabolism: What Changes, What Matters & What Protects Longevity

Description:
This session reviews the impact of estrogen decline on muscle mass, metabolism, sarcopenia acceleration, and long-term healthspan.

Learning Objectives:

1. Describe hormonal influences on muscle protein synthesis.

2. Identify metabolic changes occurring during perimenopause.

3. Apply evidence-based strength and nutrition strategies for longevity.

Practice Gap:
Clinicians under-recognize the rapid muscle loss that occurs during the menopausal transition.

References:

1. Greising SM et al. J Appl Physiol. 2020;129:1461–1469.

2. Santoro N et al. Menopause. 2020;27:371–379.

3. Maltais ML et al. Nutrients. 2021;13:217.

September 3 — Open Session

The Muscle-First Longevity Model: Why Strength Is the #1 Predictor of Aging Well

Description:
This session examines strength, VO₂ peak, gait speed, mitochondrial function, and muscle mass as core predictors of longevity and quality of life.

Learning Objectives:

1. Describe the relationship between muscle mass and longevity.

2. Identify physiologic predictors of healthy aging.

3. Apply muscle-first strategies to clinical longevity planning.

Practice Gap:
Longevity counseling often focuses on weight rather than strength and metabolic capacity.

References:

1. McGregor RA et al. Nat Rev Endocrinol. 2020;16:505–518.

2. Murach KA et al. Nat Rev Mol Cell Biol. 2021;22:706–721.

3. Ross R et al. J Gerontol A Biol Sci Med Sci. 2020;75:247–253.

September 4 — Executive Career Q&A

Longevity for Leaders: Energy Capacity, Mobility, and Sustainable Performance

Description:
Clinician leaders learn how muscle, movement, and recovery shape cognitive performance, stability, and long-term career sustainability.

Learning Objectives:

1. Identify mobility and strength factors affecting leadership stamina.

2. Describe how metabolic stability improves executive decision-making.

3. Apply long-term performance strategies based on energy and mobility.

Practice Gap:
Many leaders attempt to sustain performance through willpower rather than physiologic conditioning.

References:

1. Hodgkinson GP et al. J Occup Organ Psychol. 2021;94:588–613.

2. Murach KA et al. Nat Rev Mol Cell Biol. 2021;22:706–721.

3. McEwen BS. Nat Neurosci. 2021;24:108–120.

September 8 — DistressRx Didactic

Isolation Distress: Withdrawal, Disconnection & How It Impacts Physical Health

Description:
This session explores how Isolation Distress drives withdrawal, reduces motivation, increases physiologic shutdown, and undermines consistency in health habits.

Learning Objectives:

1. Identify physiologic shutdown patterns associated with isolation.

2. Describe how withdrawal sabotages long-term health behaviors.

3. Apply reconnection and consistency-building strategies.

Practice Gap:
Clinicians often overlook isolation as a core driver of health decline.

References:

1. Cacioppo JT et al. Nat Rev Neurosci. 2019;20:745–756.

2. Smith ML et al. Annu Rev Public Health. 2020;41:239–260.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

September 10 — General Coaching

Breaking the Cycle of “I’ll Start Again Monday”: Ending Longevity Sabotage Patterns

Description:
Participants examine avoidance patterns that delay health behaviors and learn gentle momentum strategies to interrupt long gaps in routine.

Learning Objectives:

1. Identify avoidance patterns contributing to delayed habit formation.

2. Describe cognitive distortions contributing to “restart cycles.”

3. Apply low-barrier momentum strategies to sustain progress.

Practice Gap:
Clinicians commonly restart habits repeatedly rather than maintaining small, consistent actions.

References:

1. Duckworth AL et al. J Pers Soc Psychol. 2019;117:118–142.

2. Birk JL et al. Psychol Sci. 2019;30:997–1007.

3. West CP et al. Lancet. 2018;392:10153.

September 14 — GLP-1 Coaching

Preserving Muscle on GLP-1s: Strength, Protein, and Metabolic Flexibility

Description:
This session reviews strategies to protect lean mass during GLP-1 therapy using resistance training, protein timing, and micro-loading techniques.

Learning Objectives:

1. Describe lean mass risks associated with GLP-1 therapy.

2. Identify protein and strength strategies to preserve muscle.

3. Apply metabolic flexibility principles during treatment.

Practice Gap:
Clinicians often focus on weight loss outcomes while underemphasizing muscle-preserving strategies.

References:

1. Perakakis N et al. Physiol Rev. 2021;101:1451–1495.

2. Murach KA et al. Nat Rev Mol Cell Biol. 2021;22:706–721.

3. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

September 14 — Nutrition Training Q&A

Protein, Recovery & Metabolic Flexibility: Eating for Healthspan, Not Restriction

Description:
Clinicians learn how protein targets, nutrient timing, and micronutrients support metabolic resilience and healthy aging.

Learning Objectives:

1. Identify protein minimums and timing strategies for longevity.

2. Describe factors influencing metabolic flexibility.

3. Apply recovery-focused nutrition planning.

Practice Gap:
Nutrition counseling often emphasizes calorie restriction over metabolic health.

References:

1. Leidy HJ et al. Nutr Today. 2020;55:129–138.

2. Maltais ML et al. Nutrients. 2021;13:217.

3. St-Onge MP. Nutrients. 2023;15:204.

September 15 — General Coaching

Avoidance, Withdrawal & Shame Loops: How Isolation Distress Stops Movement

Description:
This session explains how shame and withdrawal patterns prevent movement routines, and teaches compassionate re-entry tools.

Learning Objectives:

1. Identify withdrawal-related movement barriers.

2. Describe how shame reinforces isolation patterns.

3. Apply compassionate re-entry techniques for physical activity.

Practice Gap:
Clinicians often misinterpret withdrawal as lack of discipline rather than dysregulation.

References:

1. Cacioppo JT et al. Nat Rev Neurosci. 2019;20:745–756.

2. Kirby JN. Clin Psychol Rev. 2019;70:40–50.

3. West CP et al. Lancet. 2018;392:10153.

September 16 — Relationships Q&A

Connection as Medicine: How Relationships Extend Longevity

Description:
This session reviews evidence linking social connection, co-regulation, and relational stability to healthspan, metabolic resilience, and reduced mortality risk.

Learning Objectives:

1. Describe the link between relationships and longevity.

2. Identify physiologic pathways through which social connection improves health.

3. Apply relational habits that support co-regulation and long-term vitality.

Practice Gap:
Clinicians often focus on individual lifestyle factors and overlook relational health as a longevity driver.

References:

1. Smith ML et al. Annu Rev Public Health. 2020;41:239–260.

2. Holt-Lunstad J. Am Psychol. 2018;73(2):164–177.

3. Feldman R. Curr Opin Psychol. 2021;43:6–11.

September 17 — General Coaching

Rebuilding Strength from Ground Zero: Minimal Effective Dose for Longevity

Description:
Participants learn how to rebuild fitness from complete stop without overwhelm using microloading, mobility baselines, and 10-minute strength blocks.

Learning Objectives:

1. Identify minimal effective dose strategies for strength and mobility.

2. Describe barriers to re-entry following withdrawal.

3. Apply low-intensity, consistency-first programming.

Practice Gap:
Clinicians often prescribe exercise intensity that is unsustainable for patients (and themselves) returning from inactivity.

References:

1. Murach KA et al. Nat Rev Mol Cell Biol. 2021;22:706–721.

2. Ross R et al. J Gerontol A Biol Sci Med Sci. 2020;75:247–253.

3. McGregor RA et al. Nat Rev Endocrinol. 2020;16:505–518.

September 22 — General Coaching

When You Want to Withdraw: Managing Isolation Triggers in Your Longevity Journey

Description:
This session teaches clinicians how to identify triggers for withdrawal and how to maintain continuity during low-motivation cycles.

Learning Objectives:

1. Identify isolation triggers that disrupt health habits.

2. Describe physiologic and cognitive contributors to withdrawal.

3. Apply stabilization strategies to maintain routine.

Practice Gap:
Isolation triggers frequently go unrecognized, leading to repeated regressions.

References:

1. Cacioppo JT et al. Nat Rev Neurosci. 2019;20:745–756.

2. Birk JL et al. Psychol Sci. 2019;30:997–1007.

3. McEwen BS. Nat Neurosci. 2021;24:108–120.

September 24 — General Coaching

Movement as Regulation: How Strength Training Improves Mood, Stress & Metabolic Aging

Description:
Clinicians learn how movement improves mood, reduces stress, enhances mitochondrial function, and slows metabolic aging.

Learning Objectives:

1. Describe the physiologic benefits of strength training for longevity.

2. Identify mood and stress improvements linked to movement.

3. Apply movement-as-regulation strategies to clinical practice.

Practice Gap:
Clinicians often separate exercise advice from stress regulation, missing its therapeutic benefits.

References:

1. McGregor RA et al. Nat Rev Endocrinol. 2020;16:505–518.

2. Murach KA et al. Nat Rev Mol Cell Biol. 2021;22:706–721.

3. Ross R et al. J Gerontol A Biol Sci Med Sci. 2020;75:247–253.

September 29 — General Coaching

Designing Your Healthspan Action Plan™

Description:
Participants integrate the month’s strategies—strength, nutrition, metabolic flexibility, and isolation tools—into a personalized 12-month healthspan plan.

Learning Objectives:

1. Identify key components of a Healthspan Action Plan™.

2. Describe longevity priorities including strength, mobility, and metabolic flexibility.

3. Apply planning tools to create a sustainable 12-month program.

Practice Gap:
Most clinicians lack a structured plan for their own healthspan despite counseling patients on longevity.

References:

1. McEwen BS. Nat Neurosci. 2021;24:108–120.

2. Murach KA et al. Nat Rev Mol Cell Biol. 2021;22:706–721.

3. Holt-Lunstad J. Am Psychol. 2018;73:164–177.

October 1 — General Coaching

From Urgency to Influence: Slowing Down Assertive Distress for Clear Communication

Description:
This session explores the physiologic roots of Assertive Distress—urgency, intensity, rapid tone—and teaches clinicians how pacing and modulation improve communication outcomes.

Learning Objectives:

1. Identify physiologic patterns underlying Assertive Distress.

2. Describe how urgency disrupts clarity in communication.

3. Apply pacing and tone-regulation strategies to enhance influence.

Practice Gap:
Clinicians frequently rely on speed and intensity under stress, reducing relational effectiveness.

References:

1. Timmons AC et al. Emotion. 2021;21:435–450.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Etkin A. Am J Psychiatry. 2019;176:512–522.

October 2 — Executive Career Q&A

Leadership Without Overcontrol: Delegation, Boundaries & Regulated Authority

Description:
Leaders learn how overcontrol arises under stress and how to shift into grounded, regulated authority that empowers teams.

Learning Objectives:

1. Identify control-driven leadership patterns.

2. Describe how stress influences executive decision style.

3. Apply delegation and boundary strategies to improve leadership capacity.

Practice Gap:
Physician leaders often default to micromanagement without recognizing the underlying stress patterns.

References:

1. Hodgkinson GP et al. J Occup Organ Psychol. 2021;94:588–613.

2. Sorensen HB et al. J Appl Psychol. 2021;106:985–1002.

3. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

October 5 — GLP-1 Coaching

Assertive Distress & GLP-1 Expectations: Managing Impatience With Plateaus & Progress

Description:
This session teaches clinicians how urgency and impatience distort interpretation of GLP-1 progress—especially plateaus—and how to shift into regulated evaluation.

Learning Objectives:

1. Identify cognitive distortions driving urgency around weight loss.

2. Describe physiologic reasons for plateaus during GLP-1 therapy.

3. Apply pacing tools to support long-term, regulated expectations.

Practice Gap:
Clinicians often interpret normal plateaus as failure due to urgency-driven thinking patterns.

References:

1. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

2. Drucker DJ. Cell Metab. 2022;34:709–725.

3. Perakakis N et al. Physiol Rev. 2021;101:1451–1495.

October 6 — DistressRx Didactic

Assertive Distress: Intensity, Urgency & the Transformation Into Calm Authority

Description:
A comprehensive didactic on Assertive Distress, detailing how intensity serves as a protective strategy and how to cultivate grounded authority.

Learning Objectives:

1. Identify the physiologic and cognitive signatures of Assertive Distress.

2. Describe how urgency and intensity emerge from threat perception.

3. Apply strategies to transition from intensity to grounded authority.

Practice Gap:
Clinicians lack structured frameworks for transforming intensity into effective leadership presence.

References:

1. Etkin A. Am J Psychiatry. 2019;176:512–522.

2. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

3. Timmons AC et al. Emotion. 2021;21:435–450.

October 7 — Menopause Q&A

Mood, Irritability & Assertiveness in Midlife: Communicating Clearly Through Hormonal Shifts

Description:
This session explores how hormonal changes influence tone, reactivity, and assertiveness, and offers tools for clearer, regulated communication.

Learning Objectives:

1. Describe hormone-related emotional shifts in midlife.

2. Identify irritability patterns exacerbated by hormonal changes.

3. Apply communication strategies that support clarity and regulation.

Practice Gap:
Clinicians may misattribute hormonally driven communication changes to personality or pathology.

References:

1. Gordon JL et al. Psychoneuroendocrinology. 2021;128:105214.

2. Morrison KE et al. Neurobiol Stress. 2019;11:100191.

3. Weber MT et al. Endocr Rev. 2020;41:146–171.

October 8 — General Coaching

The Soft-Start Framework: Saying Hard Things With Calm Clarity

Description:
Participants learn how soft-start scripting reduces escalation, improves understanding, and facilitates more peaceful conversations.

Learning Objectives:

1. Identify elements of the Soft-Start Framework.

2. Describe how tone impacts relational dynamics.

3. Apply soft-start communication scripts in challenging conversations.

Practice Gap:
Clinicians often default to direct, rapid-fire communication under stress, increasing conflict risk.

References:

1. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

October 12 — Nutrition Training Q&A

Reducing Food-Related Frustration: Assertive Distress & Nutrition Choices

Description:
This session examines how urgency, irritability, and frustration influence food decisions and teaches clinicians how to regulate emotional activation around nutrition.

Learning Objectives:

1. Identify signs of frustration-driven nutrition decisions.

2. Describe how Assertive Distress impacts food choice.

3. Apply regulated decision strategies for nutrition clarity.

Practice Gap:
Nutrition decisions are often made during emotional activation, reducing consistency and clarity.

References:

1. Tanofsky-Kraff M et al. Int J Eat Disord. 2019;52:1286–1294.

2. Reichelt AC et al. J Endocrinol. 2021;248:R1–R14.

3. Forman EM et al. Behav Res Ther. 2019;116:79–90.

October 13 — General Coaching

Direct Without Abrupt: Finding the Middle Ground in Your Communication Style

Description:
Clinicians learn how to maintain directness while removing abruptness, allowing clarity without activation.

Learning Objectives:

1. Identify abrupt communication patterns.

2. Describe how pacing and tone improve direct communication.

3. Apply communication techniques that balance clarity and warmth.

Practice Gap:
Physicians often conflate efficient communication with abrupt delivery, damaging rapport.

References:

1. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Etkin A. Am J Psychiatry. 2019;176:512–522.

October 14 — Relationships Q&A

Love Without Intensity: Managing Assertive Distress in Relationships

Description:
This session examines how intensity impacts intimacy and communication and how regulated pacing improves connection.

Learning Objectives:

1. Identify intensity-driven relational patterns.

2. Describe how emotional activation disrupts intimacy.

3. Apply strategies for softer, more regulated relational communication.

Practice Gap:
Clinicians may unknowingly bring stress-based intensity into personal relationships.

References:

1. Feldman R. Curr Opin Psychol. 2021;43:6–11.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Brotto LA. J Sex Med. 2019;16:1787–1800.

October 15 — General Coaching

Regulating Your Leadership Voice: Tone, Tempo & Nervous-System-Based Communication

Description:
Participants learn how to adjust tone and tempo using nervous-system tools to convey grounded authority in clinical and leadership settings.

Learning Objectives:

1. Identify physiologic drivers of tone and tempo changes.

2. Describe communication patterns that improve leadership perception.

3. Apply nervous-system-based tools to regulate voice dynamics.

Practice Gap:
Clinicians often communicate from activation, compromising clarity and authority.

References:

1. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

October 20 — General Coaching

When Frustration Spikes: Tools to Pause, Regulate & Respond Thoughtfully

Description:
This session teaches practical tools for interrupting frustration-driven reactions, including breath pacing, micro-pauses, and cognitive reframing.

Learning Objectives:

1. Identify early cues of frustration activation.

2. Describe the physiology underlying frustration responses.

3. Apply tools to pause and respond thoughtfully.

Practice Gap:
Frustration reactions are common among clinicians yet rarely addressed with structured tools.

References:

1. Gross JJ. Psychol Inq. 2022;33:224–239.

2. Ottaviani C et al. Biol Psychol. 2021;158:107990.

3. Martino G et al. J Clin Med. 2020;9:2783.

October 22 — No Call (Miraval Retreat)

Integrated Rest and Embodied Leadership Practice (No CME Issued)

(You would list this as a Scheduled Break in the CME transcript.)

October 27 — General Coaching

Boundary Conversations for Busy Physicians: Clear Requests Without Emotional Charge

Description:
Clinicians learn how to communicate boundaries clearly and neutrally, reducing emotional load and preventing conflict escalation.

Learning Objectives:

1. Identify components of a clear, regulated boundary request.

2. Describe communication pitfalls that increase emotional charge.

3. Apply boundary scripts that maintain calm tone and clarity.

Practice Gap:
Physicians often deliver boundaries reactively or with emotional tone, reducing effectiveness.

References:

1. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Timmons AC et al. Emotion. 2021;21:435–450.

October 29 — General Coaching

Repairing After Reactivity: How to Restore Trust After Assertive Distress Moments

Description:
This session offers structured repair strategies for clinicians who become reactive or intense, emphasizing accountability, soft-start re-entry, and co-regulation.

Learning Objectives:

1. Identify patterns that require relational repair.

2. Describe regulated repair and accountability language.

3. Apply re-entry strategies that restore trust and connection.

Practice Gap:
Clinicians often avoid repair conversations due to shame or uncertainty, prolonging relational strain.

References:

1. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

2. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

3. Timmons AC et al. Emotion. 2021;21:435–450.

November 3 — General Coaching

When the New You Meets Old Patterns: Recognizing Early Regression Cues

Description:
This session helps clinicians identify subtle signs of regression—including speeding up, withdrawing, people-pleasing, or catastrophizing—before they escalate into full dysregulation.

Learning Objectives:

1. Identify the micro-signals that precede stress-type regression.

2. Describe how regression manifests differently across the six Distress Types.

3. Apply early-intervention tools to prevent full dysregulation loops.

Practice Gap:
Clinicians often wait until full burnout or emotional escalation before intervening.

References:

1. McEwen BS. Nat Neurosci. 2021;24:108–120.

2. Etkin A. Am J Psychiatry. 2019;176:512–522.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

November 4 — Menopause Q&A

Identity Shifts in Midlife: Staying Regulated Through Hormonal & Emotional Change

Description:
This session explores hormonal transitions that impact mood, identity, energy, and emotional regulation in midlife.

Learning Objectives:

1. Describe hormonal contributors to identity and mood shifts.

2. Identify emotional regulation challenges during perimenopause.

3. Apply grounding and self-anchoring strategies during transition.

Practice Gap:
Clinicians often lack frameworks linking hormonal shifts with identity and emotional stability.

References:

1. Gordon JL et al. Psychoneuroendocrinology. 2021;128:105214.

2. Weber MT et al. Endocr Rev. 2020;41:146–171.

3. Morrison KE et al. Neurobiol Stress. 2019;11:100191.

November 5 — General Coaching

Becoming the Regulated Self: Thought, Emotion & Somatic Anchors That Hold

Description:
Participants learn how to establish stable cognitive, emotional, and physiologic anchors that maintain regulation as their new default state.

Learning Objectives:

1. Identify the three categories of regulation anchors.

2. Describe how these anchors interrupt activation and regression.

3. Apply stabilization routines for daily practice.

Practice Gap:
Clinicians often regulate in the moment but fail to create sustainable daily anchors.

References:

1. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

2. Gross JJ. Psychol Inq. 2022;33:224–239.

3. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

November 6 — Executive Career Q&A

Leadership Identity After Transformation: Preventing Old Habits From Reclaiming Your Career

Description:
This session teaches clinicians how to retain regulated leadership habits and avoid slipping back into over-functioning, micromanagement, or emotional urgency.

Learning Objectives:

1. Identify regression patterns in leadership roles.

2. Describe strategies for maintaining regulated authority.

3. Apply boundary and pacing tools to protect new leadership identity.

Practice Gap:
Leaders frequently revert to old habits under pressure, despite developing new skills.

References:

1. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

2. Sorensen HB et al. J Appl Psychol. 2021;106:985–1002.

3. Hodgkinson GP et al. J Occup Organ Psychol. 2021;94:588–613.

November 9 — Nutrition Training Q&A

Consistency Over Intensity: Identity-Based Nutrition Patterns

Description:
Clinicians learn to anchor nutrition behaviors in identity rather than motivation, eliminating all-or-nothing eating patterns.

Learning Objectives:

1. Identify the components of identity-based nutrition behaviors.

2. Describe how identity anchors reduce reactive eating.

3. Apply tools to create consistent, lifestyle-based nutrition patterns.

Practice Gap:
Physicians often rely on motivation rather than identity to sustain nutrition habits.

References:

1. St-Onge MP. Nutrients. 2023;15:204.

2. Forman EM et al. Behav Res Ther. 2019;116:79–90.

3. Moffitt R et al. Health Psychol. 2021;40:695–706.

November 10 — DistressRx Didactic

Identity Integration Across All Six Stress Types: Stability, Regression & Re-Regulation

Description:
A comprehensive overview of how each stress subtype regresses and how clinicians can integrate new identity anchors to sustain long-term regulation.

Learning Objectives:

1. Describe regression patterns of each Distress Type.

2. Identify new identity anchors that stabilize long-term transformation.

3. Apply the 5-Step Re-Reg Protocol for relapse prevention.

Practice Gap:
Clinicians lack a unified model to integrate transformation across multiple stress patterns.

References:

1. Etkin A. Am J Psychiatry. 2019;176:512–522.

2. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

November 12 — General Coaching

Returning to Center: Re-Regulation in Under 10 Minutes

Description:
This session provides fast, evidence-based regulation tools—breathwork, somatic grounding, cognitive containment—usable during high-pressure clinical moments.

Learning Objectives:

1. Identify rapid re-regulation techniques.

2. Describe when and how to apply 10-minute reset methods.

3. Implement micro-regulation tools during clinical practice.

Practice Gap:
Clinicians often lack brief, efficient regulation tools suitable for fast-paced environments.

References:

1. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

2. Gross JJ. Psychol Inq. 2022;33:224–239.

3. Ottaviani C et al. Biol Psychol. 2021;158:107990.

November 16 — GLP-1 Coaching

Long-Term Identity Work for GLP-1 Users: Staying Consistent After the Medication Shift

Description:
This session covers the emotional and behavioral transitions after dose maintenance or discontinuation of GLP-1 therapy.

Learning Objectives:

1. Describe identity challenges that emerge post-titration.

2. Identify predictors of regression after GLP-1 dosing changes.

3. Apply identity-based habits to maintain consistency long term.

Practice Gap:
Clinicians often overlook identity work during GLP-1 maintenance or discontinuation planning.

References:

1. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

2. Perakakis N et al. Physiol Rev. 2021;101:1451–1495.

3. Drucker DJ. Cell Metab. 2022;34:709–725.

November 17 — General Coaching

Your Personal Resilience Blueprint™: Daily, Weekly & Monthly Anchors

Description:
Participants design a multi-tiered resilience framework incorporating cognitive, emotional, somatic, relational, and environmental anchors.

Learning Objectives:

1. Identify components of a comprehensive resilience blueprint.

2. Describe how daily, weekly, and monthly anchors support regulation.

3. Apply blueprint design to clinical and personal routines.

Practice Gap:
Clinicians lack structured systems for long-term resilience planning.

References:

1. McEwen BS. Nat Neurosci. 2021;24:108–120.

2. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

3. Gross JJ. Psychol Inq. 2022;33:224–239.

November 18 — Relationships Q&A

The New You in Relationships: Letting Others Adjust to Your Identity Shift

Description:
This session explores how personal change affects relational dynamics, and how clinicians can maintain boundaries and regulation during relational recalibration.

Learning Objectives:

1. Describe relational impacts of identity evolution.

2. Identify communication strategies that support adjustment and connection.

3. Apply co-regulation tools to maintain stability during relational shifts.

Practice Gap:
Clinicians often regress in relationships when others react to their personal growth.

References:

1. Timmons AC et al. Emotion. 2021;21:435–450.

2. Feldman R. Curr Opin Psychol. 2021;43:6–11.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

November 19 — General Coaching

When You Feel Yourself Slipping: Pattern Interrupts That Prevent Full Regression

Description:
Participants learn targeted interventions to break the first 2% of a regression loop, preventing activation from escalating.

Learning Objectives:

1. Identify early regression signals across stress types.

2. Describe pattern interrupts that stop escalation.

3. Apply interrupt tools to maintain stability during stress.

Practice Gap:
Clinicians often intervene too late, after the escalation cycle has already activated.

References:

1. Ottaviani C et al. Biol Psychol. 2021;158:107990.

2. Gross JJ. Psychol Inq. 2022;33:224–239.

3. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

November 24 — General Coaching

Identity-Based Consistency: How Regulated Physicians Maintain Change Through Busy Seasons

Description:
This session teaches clinicians how to sustain regulation and healthy habits through holidays, high workload periods, and seasonal stress.

Learning Objectives:

1. Identify seasonal triggers for dysregulation or regression.

2. Describe identity-based consistency strategies.

3. Apply anticipatory planning to maintain regulation during high-stress seasons.

Practice Gap:
Clinicians often lose consistency during high-stress periods due to lack of identity-based planning.

References:

1. McEwen BS. Nat Neurosci. 2021;24:108–120.

2. St-Onge MP. Nutrients. 2023;15:204.

3. Brown SM et al. Curr Psychiatry Rep. 2020;22:81.

November 26 — Holiday (No Call)

Integration Day

(No CME required; listed as a scheduled break.)

December 1 — DistressRx Didactic

DistressRx™ in Clinical Practice: Recognizing Stress Types in Your Patients

Description:
This session trains clinicians to identify Isolation, Validation, Control, Assertive, Impulsivity, and Catastrophizing Distress in real-time patient interactions and apply stabilizing communication strategies.

Learning Objectives:

1. Identify behavioral and communication cues of each Distress Type in clinical settings.

2. Describe physiologic and emotional drivers behind patient stress reactions.

3. Apply de-escalation tools tailored to each distress presentation.

Practice Gap:
Clinicians receive little training in stress-informed communication despite high prevalence in patient encounters.

References:

1. Etkin A. Am J Psychiatry. 2019;176:512–522.

2. McEwen BS. Nat Neurosci. 2021;24:108–120.

3. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

December 2 — Menopause Q&A

Stress-Informed Menopause Care: Interpreting Anxiety, Overwhelm, and Mood Through DistressRx™

Description:
This session teaches clinicians to differentiate hormonal symptoms from stress-driven patterns and communicate through a regulation lens.

Learning Objectives:

1. Describe hormonal drivers of mood and anxiety during menopause transition.

2. Identify stress-type–specific amplifiers of menopausal symptoms.

3. Apply regulation-informed communication strategies in menopause care.

Practice Gap:
Menopause symptoms are often misinterpreted without considering stress-type overlays.

References:

1. Weber MT et al. Endocr Rev. 2020;41:146–171.

2. Gordon JL et al. Psychoneuroendocrinology. 2021;128:105214.

3. Morrison KE et al. Neurobiol Stress. 2019;11:100191.

December 3 — General Coaching

When Patient Distress Meets Physician Distress: Maintaining Regulation in Difficult Interactions

Description:
Clinicians learn to maintain stable tone, pace, and emotional containment when both physician and patient stress types activate simultaneously.

Learning Objectives:

1. Identify stress-mismatch patterns between physicians and patients.

2. Describe techniques for maintaining regulation during escalated encounters.

3. Apply boundary-based communication to stabilize difficult interactions.

Practice Gap:
Dual dysregulation in clinical encounters increases medical errors and relational strain.

References:

1. Lerner JS et al. Nat Rev Psychol. 2021;1:37–48.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Gross JJ. Psychol Inq. 2022;33:224–239.

December 5 — Executive Career Q&A

Leadership in Medicine Through Regulation: Transforming Team Dynamics With DistressRx™ Awareness

Description:
This session shows leaders how stress-type awareness improves conflict prevention, team communication, and psychological safety.

Learning Objectives:

1. Identify stress-type mismatches within medical teams.

2. Describe how regulated leadership improves team dynamics.

3. Apply stress-informed leadership tools to clinical environments.

Practice Gap:
Leadership programs rarely incorporate stress-type–specific strategies for team regulation.

References:

1. Hodgkinson GP et al. J Occup Organ Psychol. 2021;94:588–613.

2. Sorensen HB et al. J Appl Psychol. 2021;106:985–1002.

3. Critchley HD. Nat Rev Neurosci. 2021;22:421–437.

December 7 — GLP-1 Coaching

GLP-1 Patients & Distress Patterns: Navigating Plateaus, Anxiety, and Impulsive Health Decisions

Description:
Clinicians learn to tailor GLP-1 coaching to stress subtypes to improve adherence, reduce fear-based interpretation, and manage impulsive decision patterns.

Learning Objectives:

1. Identify distress-type patterns in patients using GLP-1 therapy.

2. Describe how stress influences adherence and interpretation of progress.

3. Apply subtype-specific coaching strategies to improve outcomes.

Practice Gap:
GLP-1 coaching often neglects the emotional and behavioral variability driven by stress types.

References:

1. Perakakis N et al. Physiol Rev. 2021;101:1451–1495.

2. Hall KD. Nat Rev Endocrinol. 2022;18:413–426.

3. Drucker DJ. Cell Metab. 2022;34:709–725.

December 8 — General Coaching

Stress-Informed Communication: Using Pace, Tone, and Emotional Containment With Patients

Description:
This session teaches clinicians how subtle adjustments in pacing, tone, and body language can quickly stabilize distressed patients.

Learning Objectives:

1. Describe how physician tone and pace influence patient regulation.

2. Identify communication cues that escalate or de-escalate distress.

3. Apply containment-language techniques to support calm clinical interactions.

Practice Gap:
Clinicians frequently escalate patient distress unintentionally through rapid or intense communication.

References:

1. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

2. Timmons AC et al. Emotion. 2021;21:435–450.

3. Johnson SM. Clin Psychol Sci Pract. 2019;26:e12289.

December 10 — Nutrition Training Q&A

Coaching Nutrition From a Stress-Informed Lens: Helping Patients Who Avoid, Overthink, or Catastrophize Food Choices

Description:
This session reviews how each distress type interprets nutrition guidance and offers approaches to reduce overwhelm and improve adherence.

Learning Objectives:

1. Identify stress-type–specific nutrition barriers.

2. Describe cognitive distortions that impact food decision-making.

3. Apply stress-informed communication for nutrition counseling.

Practice Gap:
Traditional nutrition advice does not account for emotional and cognitive stress patterns.

References:

1. Forman EM et al. Behav Res Ther. 2019;116:79–90.

2. Reichelt AC et al. J Endocrinol. 2021;248:R1–R14.

3. St-Onge MP. Nutrients. 2023;15:204.

December 14 — Nutrition Training Q&A

Teaching Patients Regulation Tools: 4:6 Breathing, Sensation Anchoring, and Cognitive Containment

Description:
Clinicians learn simple, rapid regulation tools they can teach patients in <2 minutes to reduce emotional activation.

Learning Objectives:

1. Identify brief regulation tools appropriate for clinical settings.

2. Describe physiologic mechanisms behind breath and sensory grounding.

3. Apply micro-regulation techniques in patient education.

Practice Gap:
Few clinicians are trained to teach emotional regulation tools during brief visits.

References:

1. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

2. Gross JJ. Psychol Inq. 2022;33:224–239.

3. Ottaviani C et al. Biol Psychol. 2021;158:107990.

December 15 — General Coaching

See One → Do One → Teach One™: Bringing Stress-Informed Medicine Into Your Daily Practice

Description:
Participants learn to model regulation, demonstrate skills during patient encounters, and teach micro-tools that patients can easily adopt.

Learning Objectives:

1. Describe the See One → Do One → Teach One™ method for stress-informed care.

2. Identify opportunities to integrate regulation teaching into workflows.

3. Apply micro-teaching tools to enhance patient self-regulation.

Practice Gap:
Clinicians rarely receive structured instruction on teaching regulation skills to patients.

References:

1. Feldman R. Curr Opin Psychol. 2021;43:6–11.

2. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.

3. Gross JJ. Psychol Inq. 2022;33:224–239.

December 16 — Relationships Q&A

Stress-Type Interactions Between Physicians & Patients: Navigating Emotional Intensity, Shutdown, and Reassurance Needs

Description:
This session explains how stress-type mismatches influence conflict, shutdown, emotional intensity, and reassurance-seeking in clinical encounters.

Learning Objectives:

1. Identify common stress-type interaction patterns in clinical relationships.

2. Describe how mismatched distress types can escalate or defuse encounters.

3. Apply tools to navigate stress-based interpersonal dynamics.

Practice Gap:
Physicians rarely receive training on relational stress patterns in patient care.

References:

1. Timmons AC et al. Emotion. 2021;21:435–450.

2. Coan JA et al. Soc Cogn Affect Neurosci. 2021;16:3–11.

3. Feldman R. Curr Opin Psychol. 2021;43:6–11.

December 17 — General Coaching

Ending the Clinical Year Regulated: Stabilizing Yourself Before, During & After Patient Encounters

Description:
This session provides year-end regulation strategies to prevent burnout, maintain emotional presence, and integrate Month 12 tools into daily practice.

Learning Objectives:

1. Identify factors that increase dysregulation at year-end.

2. Describe pre-, intra-, and post-encounter stabilization tools.

3. Apply year-end routines that support long-term well-being.

Practice Gap:
Clinicians often experience end-of-year depletion due to compounding cognitive and emotional load.

References:

1. Gross JJ. Psychol Inq. 2022;33:224–239.

2. McEwen BS. Nat Neurosci. 2021;24:108–120.

3. Price CJ et al. Psychol Trauma. 2020;12:S100–S109.