This glossary is presented out of alphabetical order and rather in a manner that additively illuminates the Impact Centered Interpersonal Influence Support Framework, Impact-Regarding Social-and-Emotional Pedagogy, as well as Impact-Disregarding Behavioral endeavors; all of which will be established and elaborated in the upcoming chapters of Section 1.

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Social: Referring to the human drive to live collectively within interdependent communities of shared experience and/or lineage.

Emotional: Referring to human neurophysiological experiences (i.e., any sensation impacting the nervous and other body systems) that cause psychological states (e.g., feelings) triggered by thoughts, immediate and past interpersonal inputs, environmental information sensed and processed by the nervous system, internal health and physiological functioning, and other unarticulated and unknown factors.

Physiology: The branch of biology studying the functioning of living organisms and their parts/systems.

Interpersonal: Referring to interactions between humans.

Interdependence: Referring to the process through which interacting humans mutually influence each other’s experiences and functioning.

Mutual: Interdependently experienced and similarly done by each of two or more humans in relationship to and with each other.

Influence: The interpersonal capacity or power of humans to cause change in the character, development, behavior, and well-being of other humans.

Intention: In any social interaction, the desired or intended outcome of a human exerting influence over another human or group of humans.

Impact: In any social interaction, the physical and emotional reaction, or experienced outcome, of humans influenced by the direct inputs of other humans.

Harm: Any impact experienced by a human as dangerous, threatening, painful, debilitating, traumatizing, damaging, or otherwise triggering a sympathetic nervous system response.

Autonomic Nervous System (ANS): a division of the human peripheral nervous system regulated by integrated reflexes through the brainstem to the spinal cord and organs.  The ANS has branches: the sympathetic nervous system, the parasympathetic nervous system, and the enteric nervous system. (Reference)

Sympathetic Nervous System (SNS): The SNS directs the body’s rapid involuntary responses to dangerous or stressful situations. (Reference)

Parasympathetic Nervous System (PNS): The PNS is responsible for the body’s rest and digestion responses when the body is relaxed, resting, or feeding. (Reference)

Enteric Nervous System (ENS): The ENS consists of a mesh-like system of neurons that governs the function of the gastsrointestinal tract.  Please note that I have accumulated very little professional development or praxis experience with either the ENS or the system as an integrated piece of the ANS.  I am including a basic definition here knowing the ENS is important.  However, I cannot confidently elaborate within the body of Section I at this time. I plan to spend the necessary time to understand the ENS and eventually integrate that knowledge into my larger framework and proposed pedagogy. (Reference)

Trauma: Acute, chronic, or complex experiences of distressing, disturbing, or otherwise dysregulating physical and/or emotional injury.

Regulation: The ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. (Reference)

Dysregulation: Any human emotional response that cannot be readily or independently voluntarily controlled. This can be caused by early childhood trauma, neglect, traumatic brain injury, or chronic low levels of validation.  Acute experiences of dysregulation can be triggered by harmful social inputs that facilitate a sympathetic nervous system response.  Additionally, neurodivergent, and likely other, populations can experience emotional dysregulation without momentarily aggravating interpersonal harm. (Reference)

Neurodivergent (ND):  Referring to humans considered, and often pathologized, by dominant-cultural standards as, “atypical.”  Neurodivergence also refers to populations who self-identify as ND and advocate for self- and community-agency, inclusion, equity, social and political representation, full accessibility, and the cessation of pathologizing support frameworks.

Regarding: The conscious, intentional consideration of interpersonal influence.

Disregarding: Either the unconscious (i.e., ignorant) or conscious (i.e., intentional) neglect of interpersonal influence.

Perceived Expert (PE): In any interpersonal interaction, the humans considered and/or existentially more influential, powerful, knowledgeable, or otherwise superior.

Perceived Novice (PN): In any interpersonal interaction, the humans considered and/or existentially less influential, relatively powerless, naïve, or otherwise inferior.

Behavioral: Any pedagogy, support framework, or caregiving methodology emphasizing perceived expert (PE) judgement and manipulation of visible and measurable perceived novice (PN) behaviors while de-emphasizing underlying PN emotions, experiences, trauma-reactions, dysregulation, and/or sympathetic nervous system responses.

Pedagogy: Referring to any praxis, or integrative theory and practice, of imparting skills and knowledge, or teaching and learning.  Furthermore, pedagogy encompasses the consideration, assessment, and integration of evidence regarding how a teacher-utilized praxis influences, and is influenced by, the social, political, and psychological development of learners. (Reference)

Support: The intentional behaviors of perceived experts intended to influence perceived novices.

Framework: The basic, essential, underlying structure of a system, concept, or text. (Reference)

Praxis: The active, intentional human process by which a theory, lesson, or skill is enacted, embodied, or realized. (Reference)

Lineage of Praxis: The humans creating, influencing, practicing, teaching, learning, recording, evaluating, successively perpetuating, and elaborating distinct interpersonal praxes.

Efficaciousness: The efficient, replicable, and causal success of interpersonal support in producing any desired or intended result.

Evidence-based or Evidence-informed Practice (EBP/EIP): Referring to any praxis’s accumulation of, a. peer-reviewed and replicated perceived-expert (PE) research, b. PE education, training, experiences, and developmental expertise, and c. The values, cultures, development, functioning, and specific responsiveness of perceived novices. (Reference)

Person-Centered Therapy (PCT): A form of psychotherapy and pedagogy developed by Carl Rogers in the 1940s and elaborated through the 1980s. (Reference)

Congruence: One of the three core perceived-expert (PE) conditions of Person-Centered Therapy (PCT) wherein the PE is willing to transparently relate to perceived novices (PN) without suppressing authentic emotional experiences or hiding behind a professional or personally-created façade. (Reference)

Unconditional Positive Regard (UPR): The second of three core PE conditions of PCT wherein the PE offers full acceptance of influenced PNs without communicating, either verbally or non-verbally, disapproval or judgement while demonstrating an authentic willingness to actively listen to PNs without interruption, judgement, or criticism. (Reference)

Empathy: The third core PE condition of PCT wherein the PE communicates and endeavors toward an authentic desire to understand and appreciate PNs lived experiences, current functioning, feelings, values, and perspectives. (Reference)

Masking: A process through which a human changes their natural personality and/or suppresses naturally-arising emotional, sensory, and/or sympathetic nervous system responses in order to conform to social pressure, PE demands, abuse, and/or trauma. (Reference)