As humans we take for granted that—for better or worse—our lives are intimately entwined with those of others. Remember how off-putting the empty public spaces of Covid were, how unnatural, and how quickly we’ve rushed back to being packed together in so many of our activities? We should marvel at this ability, because it came along late in the evolution of life in a world where most interactions involved eating, being eaten or fighting to reproduce. How did we manage these mandates while also becoming so collaborative, so dependent upon each other from the moment of our birth to the moment of our death?

Of all the theories that have addressed this question, none has been more impactful than Polyvagal Theory which explains how we as mammals evolved unique autonomic nervous system pathways between the brain and body that allow us to respond to threat while also being able to engage closely with others when we receive signals of safety. The theory also provides elegant explanations for why, and how, trauma—especially early in life—so often promotes depression, anxiety, and poor physical health. More than this, polyvagal theory provides guidance on how to help patients calm their autonomic nervous systems to activate the social engagement system in ways that make them more amenable to treatment, which helps explain the theory’s far reaching impact within the mental health clinical community.

We are honored to welcome Dr. Stephen Porges, the creator of Polyvagal Theory, to this month’s “Novel Strategies for Behavioral Health Innovation” lecture. Rather than giving a formal lecture, Dr. Porges has asked that the talk be structured as a conversation with Dr. Charles Raison, Director of the Vail Health Behavioral Innovation Center. After providing a basic introduction to Polyvagal Theory, our conversation will focus on ways to leverage the insights of the theory to enhance the treatment of patients struggling with the sequelae of unhealed trauma. To quote Dr. Porges, “We will focus on the role of the client’s physiological state in mediating the effectiveness of any form of intervention, asking if the client’s nervous system is accessible and welcoming to treatment, and if not, how to optimize accessibility and reduce adverse reactions.”

This educational activity is designed to change learner competence and focuses on the following competency areas:

• The American Board of Medical Specialties: Patient care and procedural skills, Medical knowledge
• Nursing: Employ evidence-based practice
• Center for the Advancement or Pharmacy Education: Health and wellness, Interprofessional collaboration, Learner, Patient-centered care
• Pharmacy Technician Certification Board: Pharmacology
• Interprofessional Education Collaborative: Interprofessional Communication
• Diversity, Equity, and Inclusion: Engage in self-reflection, Value diversity in the clinical encounter