My path to this work developed gradually through a sustained interest in how individuals learn, grow, navigate change, and construct meaning across the lifespan. This curiosity, combined with a long-standing commitment to teaching and learning, ultimately shaped the work I now offer through Encompass.
For more than twenty years, I worked closely with adolescents and young adults as a teacher, coach, and mentor. Teaching literature and supporting students during formative developmental stages provided meaningful insight into how belief systems form and how safety, encouragement, and attuned support influence personal outcomes. Being present during periods of growth, uncertainty, and identity development deepened my understanding of how individuals respond to challenge and transition.
As my professional work evolved, so did my awareness of how adversity affects individuals beyond cognitive processes alone. Through continued work with at-risk youth, I observed how chronic stress and life challenges shape emotional regulation, behavioral patterns, and the nervous system’s capacity to feel safe and adaptive. To better understand and support these processes, I pursued formal study and training in trauma-informed and mind–body–based approaches, including hypnotherapy and somatic methods. This training expanded my work beyond educational settings and allowed me to support individuals navigating anxiety, life transitions, self-doubt, procrastination, and long-standing patterns that were no longer serving them.
These experiences consistently reinforced a guiding principle in my work: meaningful change is not achieved through force or pressure. When the internal environment is supported through safety, understanding, and connection, change tends to emerge more naturally and sustainably. Continued study and applied practice helped me bring clearer structure and language to this process, strengthening my ability to support change that is both effective and deeply personal.
Throughout this journey, my faith has remained a steady and grounding influence. My relationship with Christ and trust in the guidance of the Holy Spirit inform my work with humility, discernment, and care. Spiritual perspectives may appear throughout my writing and programs and are always offered as reflective context rather than directive instruction.
Today, Encompass reflects an integrative approach to growth and healing that recognizes the interconnected nature of mind, body, and sacred spirit. I work with individuals from diverse backgrounds, meeting them where they are and supporting change that is thoughtful, sustainable, and aligned with their lived experience.
This work is not about fixing what is broken. It is grounded in the understanding that individuals are shaped by their experiences, not defined by deficit. The focus is on increasing awareness, understanding what has influenced development, and reconnecting with inner wisdom in order to support a life that feels coherent and aligned with one’s true nature as a Divine Being.
For those experiencing transition or sensing the need for change, this work offers a structured and supportive space in which growth can unfold with intention, care, and respect for the inherent dignity of the individual.
Laura Kalin Behr has over 20 years of experience in trauma-informed education and five years of experience providing one-on-one trauma-informed therapeutic support. Her professional pathway reflects a progression from academic instruction into applied clinical studies, grounded in interdisciplinary study of cognition, learning theory, emotional regulation, and nervous system function.
She earned a Bachelor of Arts in Technical and Business Writing from the University of South Florida, with focused study in American Literature Analysis and Critical Thinking. This academic foundation emphasized structured communication, analytical reasoning, and systems-based interpretation.
Laura later completed a Master of Arts in Teaching & Learning (M.A.T.) at Agnes Scott College, where graduate-level coursework examined how individuals learn, process information, and construct meaning across developmental, historical, and literary contexts.
Laura’s transition into clinical therapy coaching emerged organically from her long-standing work in trauma-informed educational settings, particularly at the high school and college levels. Over time, her role expanded beyond instruction to include individualized emotional and cognitive support and mentorship for students navigating trauma, chronic stress, and significant life transitions.
This work prompted formal training in trauma-informed and mind–body–based modalities and marked the beginning of her therapeutic coaching practice.
Over the past five years, Laura has provided one-on-one, trauma-informed therapy, grounded in the formal study of psychological theories and integrative practice models. Her work draws from psychodynamic, cognitive-behavioral, interpersonal, and humanistic frameworks, enabling her to address historical influences, cognitive and behavioral patterns, relational dynamics, and individual capacity for growth.
Through the integration of trauma-informed education, counseling theory, and somatic-based methodologies, Laura applies a structured, evidence-informed approach to supporting emotional regulation, adaptive functioning, and long-term resilience across the lifespan.