Course Description

What happens when a client's trauma is not only about what happened—but also about what they repeatedly needed and did not receive in relationships?

Integrating Attachment Work with EMDR is a 12-hour continuing education training designed to help mental health professionals integrate attachment-informed clinical formulation into standard Eye Movement Desensitization and Reprocessing (EMDR) practice. The training examines how early relational experiences can influence felt safety, trust, emotion regulation, relational expectations, identity, autonomy, and other developmental capacities that may become clinically relevant when working with trauma and complex presentations.

Participants will be introduced to 12 developmental capacities—Felt Safety, Trust, Receiving Comfort, Co-Regulation, Self-Regulation, Exploration/Secure Base, Mentalization/Reflective Functioning, Rupture & Repair, Healthy Boundaries, Coherent Identity, Secure Autonomy & Interdependence, and Generativity. These capacities are presented as a clinical formulation framework rather than a diagnostic taxonomy, allowing clinicians to identify both developmental strengths and areas of disruption without reducing clients' experiences to presumed deficits or fixed personality characteristics.

The training then applies this framework across the EMDR protocol, with particular emphasis on Phase 1 assessment and treatment planning, Phase 2 preparation and resource development, and Phase 4 attachment-informed interweaves. Participants will learn to assess attachment-related needs, select individualized preparation and resourcing strategies, and recognize situations in which attachment-related material may interfere with trauma processing. The training includes a detailed review of representative Phase 2 resources, clinical case formulation, and a live clinical demonstration illustrating how attachment-informed considerations can be incorporated while maintaining fidelity to the EMDR framework.

Throughout the training, emphasis is placed on collaborative, individualized, traumainformed, and ethically grounded practice. Participants will consider clinical readiness, regulation, dissociation, therapeutic relationship, boundaries, client autonomy, cultural and individual differences, and the limitations of developmental interpretation. The training distinguishes established EMDR procedures and attachment theory from emerging attachmentfocused adaptations and encourages clinicians to use attachment concepts as hypotheses that inform clinical decision-making rather than as predetermined explanations of client functioning.

This training is appropriate for clinicians seeking to recognize the relationship between attachment, developmental processes, trauma, and EMDR and to translate these concepts into practical assessment, preparation, case formulation, and intervention strategies. The content and reference base draw on attachment theory, mentalization, trauma treatment, EMDR, therapeutic relationship research, and contemporary literature concerning complex trauma and dissociation.

Location

211 Tower

211 North Whitfield Street

Suite 302

Pittsburgh, PA 15206

Intended Audience

This training is master's and doctoral level mental health providers and graduate students of those programs. This training is particularly intended for intermediate and advanced practitioners who have completed an EMDRIA Approved Basic training (including the 10 hours of consultation).

Instructor

Mike Elliot, AuDHD, MS, NCC, LPC, EMDR Consultant/Trainer

Mike Elliot

Trainer

Mike Elliot is the Clinical Director of Elliot Counseling, a multidisciplinary group private practice specializing in the assessment and treatment of ADHD, autism, attachment trauma, dissociation, and LGBTQIA+ affirming mental health care. He is a Licensed Professional Counselor (LPC) in Pennsylvania and is an EMDRIA Approved Consultant and Trainer. Mike earned a Bachelor of Science in Computer Science from the University of Pittsburgh before completing a Master of Science in Professional Counseling at Carlow University. His diverse educational background informs his analytical, evidence-based, and neurodiversity-affirming approach to clinical practice and training. He has completed advanced postgraduate training through the Albert Ellis Institute, the Gestalt Institute of Cleveland, the Institute for Creative Mindfulness, and Somatic Experiencing International. His clinical work integrates contemporary research with practical, trauma-informed interventions to support individuals with complex presentations, including neurodevelopmental differences, attachment injuries, and dissociative disorders. As an educator and consultant, Mike is committed to helping clinicians provide ethical, evidence-informed, and affirming care through engaging trainings that bridge research with real-world clinical application.

Agenda

  • Day 1: Attachment, Developmental Capacities & Case Formulation
    • 9:30–10:00 AM — Welcome, Orientation & Learning Objectives
    • 10:00–10:45 AM — Attachment, Trauma & EMDR: The Clinical Formulation Challenge
    • 10:45–11:00 AM — BREAK
    • 11:00 AM–12:15 PM — Developmental Capacities I: Foundations of Attachment
    • 12:15–1:15 PM — LUNCH
    • 1:15–2:30 PM — Developmental Capacities II: Regulation, Exploration & Reflection
    • 2:30–2:45 PM — BREAK
    • 2:45–4:00 PM — Developmental Capacities III: Relational & Identity Development
    • 4:00–5:00 PM — Integrating the Capacities into Case Formulation
  • Day 2: Integrating Attachment Work into the EMDR Protocol
    • 9:30–10:00 AM — Review & Transition to EMDR Application
    • 10:00–11:00 AM — Phase 1: Attachment-Informed History & Assessment
    • 11:00–11:15 AM — BREAK
    • 11:15 AM–1:00 PM — Phase 2: Attachment-Informed Preparation & Resource Development
    • 1:00–2:00 PM — LUNCH
    • 2:00–2:45 PM — Phase 4: Attachment-Informed Interweaves
    • 2:45–3:00 PM — BREAK
    • 3:00–4:00 PM — Clinical Demonstration
    • 4:00–5:00 PM — Questions, Answers & Clinical Integration 6. 

Learning Objectives

Upon completion participants will be able to:

  1. Define attachment-informed clinical formulation and distinguish attachment-related developmental concerns from PTSD symptoms and other manifestations of developmental or complex trauma. (Bowlby, 1988; Bryant, 2023; Karatzias et al., 2019; Zagaria et al., 2024)
  2. Identify and describe 12 attachment-related developmental capacities—Felt Safety, Trust, Receiving Comfort, Co-Regulation, Self-Regulation, Exploration/Secure Base, Mentalization, Rupture & Repair, Healthy Boundaries, Coherent Identity, Secure Autonomy & Interdependence, and Generativity—and describe how relational experiences may support or interfere with their development. (Ainsworth et al., 1978; Bowlby, 1988; Erikson, 1963; Nivison et al., 2026; O’Neill et al.,2021; Sroufe, 2005; Sroufe et al., 2005)
  3. Differentiate the 12 developmental capacities from formal diagnostic constructs and standardized attachment assessments, and describe appropriate limits on using the capacities as a clinical formulation framework. (George et al., 1996; Justo-Núñez et al.,2022; Main et al., 2003; Sroufe, 2005; Wittkowski et al., 2020)
  4. Apply an attachment-informed history-taking framework to identify developmental needs, caregiver responses, childhood adaptations, and relational expectations relevant to EMDR Phase 1 case conceptualization. (Bowlby, 1988; Bryant, 2023; Kaptan & Brayne, 2022; Sroufe et al., 1999; Sroufe, 2005)
  5. Formulate the relationship among early caregiver experiences, developmental adaptations, current relational patterns, and present-day responses to distress when developing an EMDR treatment plan. (Fonagy et al., 2002; Li et al., 2023; Nivison et al., 2026; Sroufe et al., 1999; Sroufe, 2005)
  6. Select and differentiate attachment-focused assessment strategies and screening tools that may inform Phase 1 formulation while recognizing the distinction between clinical inquiry and formal administration of standardized attachment measures. (George et al., 1996; Justo-Núñez et al., 2022; Main et al., 2003; Cassidy & Shaver, 2016; Wittkowski et al., 2020)
  7. Select Phase 2 resources—including visualization, somatic, regulation, interpersonal, mentalization, boundary, identity, and values-based interventions—that correspond to identified developmental needs. (Bowlby, 1988; Cassidy & Shaver, 2016; Sroufe, 2005; Kaptan & Brayne, 2021; Wigard et al., 2024)
  8. Explain the clinical rationale for matching Phase 2 resources to specific attachment-related developmental capacities and distinguish established EMDR preparation procedures from clinically informed adaptations with a smaller evidence base. (Shapiro, 2018; Kaptan & Brayne, 2021; Barazzone et al., 2023; Wigard et al., 2024)
  9. Identify situations in which attachment-related adaptations may be clinically relevant while maintaining the structure and sequence of the standard eight-phase EMDR protocol. (Shapiro, 2018; American Psychological Association [APA], 2025; EMDR International Association [EMDRIA], 2026; Kaptan & Brayne, 2022; van Vliet et al., 2024)
  10. Differentiate spontaneous EMDR processing, developmental inquiry, and attachment-oriented interweaves, and determine when an attachment-focused interweave may be clinically appropriate during Phase 4. (Shapiro, 2018; Bowlby, 1988; Kaptan & Brayne, 2022; EMDRIA, 2022; Barazzone et al., 2023)
  11. Formulate attachment-focused Phase 4 interweaves that target developmental needs involving safety, trust, comfort, regulation, exploration, mentalization, rupture and repair, boundaries, identity, autonomy, and generativity without imposing the therapist's interpretation on the client's experience. (Bowlby, 1988; Fonagy et al., 2002; Sroufe et al., 2005; Shapiro, 2018; Kaptan & Brayne, 2022; Bryant, 2023)
  12. Integrate attachment-informed Phase 1 assessment, Phase 2 resource development, and Phase 4 interweave decision-making into an individualized EMDR case formulation while critically evaluating the strength and limitations of the evidence supporting attachment-focused adaptations. (Shapiro, 2018; Kaptan & Brayne, 2022; Barazzone et al., 2023; American Psychological Association [APA], 2025) 

Continuing Education Approvals

This is an in-person training. This is a intermediate to advanced level course and is an EMDRIA Approved Advanced Topics training. Attendance at all sessions, and course evaluation is required to receive CE Certificate. Certificates are awarded online after completion of the workshop.  Participants print their own certificate after registering at CE-Classes.com, entering a keycode, and completing an evaluation form. Licensed Professionals should contact their regulatory board to determine course approval.

This course is approved for 12 CE credit hours. CEClasses.com is the provider of (CEs).  

CE-Classes.com is approved by:

  • The American Psychological Association (APA) CE-Classes.com is approved by the American Psychological Association to sponsor continuing education for psychologists. CE-Classes.com maintains responsibility for this program and its content.
  • California Board of Behavioral Sciences. The California Board of Behavioral Sciences, BBS, recognizes relevant course work/training that has been approved by nationally recognized certifying bodies, such as APA, to satisfy renewal requirements.
  • California Consortium of Addiction Programs and Professionals (CCAPP) Provider Number OS-12-174-0627 Expires 06-2027
  • California Board of Registered Nursing. CEP 15647 Expires 11/30/2026.
  • California Association of DUI Treatment Programs (CADTP) Provider Number 231
  • Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling Provider #852 BAP-Expires 3/31/2027
  • Florida Board of Nursing (CE Provider #: 50-4896) Expires 10/31/2026 Do not send certificates to the Florida Board of Nursing. You must keep this certificate for 4 years.
  • Florida Certification Board
  • Illinois - CE-Classes.com is a registered social work CE sponsor by the State of Illinois. License 159.001607 Expires 11/30/2027
  • Massachusetts Authorization Number: (TBD)
  • New York Mental Health Practitioners Board CE-Classes.com, Inc. is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0260
  • New York Psychology Board CE-Classes.com, Inc. is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0211
  • New York Social Work Board – CE-Classes.com is recognized by the New York State Education
    Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0120.
  • Ohio Counselor, Social Worker and Marriage and Family Therapist Board - Approval from a state licensing board for counselors, social workers, marriage and family therapists is accepted by the OH CSWMFTB.
  • Oklahoma Board of Behavioral Health Licensure (LPCs, LMFTs and LBCs)
  • South Carolina - CE-Classes.com is approved by the S.C. Board of Examiners for Licensure of Professional Counselors, Marriage & Family Therapist, Addiction Counselors, and Psycho-Educational Specialists (#4696).
  • Texas Board of Social Work Examiners – CE-Classes.com meets the requirements for acceptable continuing education. Effective 1/1/24, at least half of the 30 hours must be obtained from a provider listed in 801.261(f). This course meets that requirement.
  • Texas Board of Professional Counselors – CE-Classes.com meets the requirements for acceptable continuing education.  Effective 1/1/24, at least half of the 30 hours must be obtained from a provider listed in 801.261(f). This course meets that requirement.
  • Texas Board of Marriage & Family Therapists – CE-Classes.com meets the requirements for acceptable continuing education. Effective 1/1/24, at least half of the 30 hours must be obtained from a provider listed in 801.261(f). This course meets that requirement.
  • This course is NOT available for NBCC credit
  • This course does not offer ASWB ACE credit to social workers. However our state board approvals may be accepted for license renewal.  Check with your state board.

Note on Conflicts of Interest: There is no known commercial support or conflicts of interest for this program. 

Enroll in this 12 CE training for $350.

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