Moving Through Barriers to Embodiment

Module One, the first 5-day module (days 1-5), offers 35 hours of training exploring:

• The neurobiological scaffold for eating disorder behaviors characteristic of the Insight and Response Barriers to Action.
• The Relational Cycle dynamics of pushing and reaching.
• Interventions that increase the embodiment of the push and reach developmental movement patterns of the Relational Cycle to increase bottom-up support of “normative eating”.
• The developmental tasks of embodiment, experiencing safety in existence and moving toward what we want.
• Defensive actions of fight and flight responses that are expressed through eating disorders behaviors.
• Therapeutic relationship and the practitioner’s attachment strategies and embodiment of the push and reach developmental movement patterns of the Relational Cycle.
• Skills for integrating the ERED approach into current best practices for eating disorders treatment.

Module Two, the second 5-day module (days 6-10), offers 35 hours of training exploring:

• The neurobiological scaffold for eating disorder behaviors characteristic of the Nourishment and Completion Barriers
• The Relational Cycle dynamics of grasp, pull and yield.
• Interventions that increase the embodiment of the grasp, pull and yield developmental movement patterns of the Relational Cycle to increase bottom-up support of “normative eating”.
• The developmental tasks of meeting needs and experiencing belonging. 
• Defensive action of freeze responses that are expressed through eating disorders behaviors.
• Therapeutic relationship and the practitioner’s attachment strategies and embodiment of the grasp, pull and yield developmental movement patterns of the Relational Cycle.
• Skills for integrating the ERED approach into current best practices for eating disorders treatment.

Day 1 (Module 1)

9-10:15 Mindful arriving, Introductions, Housekeeping

10:15-10:45 Review Embodied Recovery Model from Phase I: 

•       Four Principles of ERED, 
•       Polyvagal Theory, 
•       Window of Tolerance, 
•       Bottom-Up Processing, Embodiment

10:45-11:00 BREAK

11:00-12:00 Review Embodied Recovery Model from Phase I, Impact on Eating Disorders Behaviors of:

•       Attachment Injury, 
•       Trauma 
•       Sensory Processing on Neurological Regulation

12:00-1:30 LUNCH

1:30-3:00 Didactic and Experiential exploration of Neurological Regulation associated with:

•       Normative Eating in “Clarity” stage of Action Cycle 
•       Successful completion of developmental tasks of Safety in Existence/Embodiment 
•       Relational Cycle movement pattern of Push

3:00-3:15 BREAK

3:15-4:45 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with:

•       “Insight Barrier” to effective action
•       Unsuccessful completion of developmental tasks of Safety in Existence/Embodiment
•       Truncated Relational Cycle movement pattern of Push
•       Sensory Processing Disorder

4:45-5:30 Questions and Closing

Day 2 (Module 1)

9-10:00 Mindfulness practice and Q and A

 10-10:45 Didactic and Experiential exploration of skills to: 

•       Increase Neurological Regulation, 
•       Soften “Insight Barrier” to Action, 
•       Support capacity for “Normative Eating”, and 
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Safety in Existence/Embodiment and truncated Relational Cycle movement pattern of Push

10:45-11 BREAK

11:00 – 11:45 Didactic and Experiential exploration of skills to:

•       Increase Neurological Regulation, 
•       Soften “Insight Barrier” to Action, 
•       Support capacity for “Normative Eating”
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Safety in Existence/Embodiment and truncated Relational Cycle movement pattern of Push

11:45-12:30 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with Fight Response. 

12:30-2:00 LUNCH

 2-2:45 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with Fight Response. 

2:45-3:30 Didactic and Experiential exploration of skills to increase Neurological Regulation and support capacity for “Normative Eating” for clients with patterned Fight Response.

3:30-3:45 BREAK

3:45-5:00 Being an Embodied Therapist: Didactic and Experiential exploration of skills to:

•       Increase safety in therapeutic relationship when navigating attachment injuries associated with Safety in Existence/Embodiment.
•       Build capacity for corrective experience of co-regulation
•       Reduce therapist’s Insight Barrier in therapeutic process.

5:00-5:30 Questions/Closure

Day 3 ( Module 1)

9-10 Mindfulness Practice, and Q and A.

10:00-10:45 Therapeutic Skills: tracking, making verbal contact, assessment of present moment state of neurological regulation.

10:45-11:00 Break

11-12:15 Therapeutic skills: goals, treatment planning

12:15-1:45 LUNCH

 1:45-3:15 Didactic and Experiential exploration of Neurological Regulation associated with:

•       Normative Eating in “Effectiveness” stage of Action Cycle
•       Successful completion of developmental tasks of Autonomy/Expressing Will and Want 
•       Relational Cycle movement pattern of Reach

3:15-3:30 BREAK

 

3:30-5:00 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with:

•       “Response Barrier” to effective action
•       Unsuccessful completion of developmental tasks of Autonomy/Expressing Will and Want 
•       Truncated Relational Cycle movement pattern of Reach

5:00-5:30 Questions/Closure

Day 4 ( Module 1)

9-10:00 Mindfulness Practice, and Q and A. 

10-10:45 Didactic and Experiential exploration of skills to: 

•       Increase Neurological Regulation, 
•       Soften “Response Barrier” to Action, 
•       Support capacity for “Normative Eating”, and 
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Autonomy/Expressing Will and Want and truncated Relational Cycle movement pattern of Reach

10:45-11 BREAK

 11:00 – 11:45 Didactic and Experiential exploration of skills to: 

•       Increase Neurological Regulation, 
•       Soften “Response Barrier” to Action, 
•       Support capacity for “Normative Eating”, and 
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Autonomy/Expressing Will and Want and truncated Relational Cycle movement pattern of Reach

11:45-12:30 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with Flight Response. 

12:30-2:00 LUNCH

2-2:45 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with Flight Response. 

2:45-3:30 Didactic and Experiential exploration of skills to increase Neurological Regulation and support capacity for “Normative Eating” for clients with patterned Flight Response.

3:30-3:45 BREAK

3:45-5:00 Being an Embodied Therapist: Didactic and Experiential exploration of skills to:

•       Increase safety in therapeutic relationship when navigating attachment injuries associated with expression of Will and Want.
•       Build capacity for corrective experience of co-regulation
•       Reduce therapist’s Response Barrier in therapeutic process.

5:00-5:30 Questions/Closure

Day 5 ( Module 1)

9-10 Mindfulness Practice, and Q and A. 

10:00-10:45 Therapeutic Skills: facilitating experiential interventions, assessment

10:45-11:00 Break

11-12:15 Skills: goals, treatment planning

12:15-1:15 LUNCH

1:15-2:15 Case studies

2:15-2:30 BREAK

2:30-3:30 Questions and Closing 

Day 6 (Module 2)

9-10:15 Mindful arriving, Introductions, Housekeeping

10:15-10:45 Review Embodied Recovery Model from Phase I:

10:45-11:00 BREAK

11:00-12:00 Review Embodied Recovery Model from Phase II, Module 1,

12:00-1:30 LUNCH

1:30-3:00 Didactic and Experiential exploration of Neurological Regulation associated with:

•       Normative Eating in “Satisfaction” stage of Action Cycle
•       Successful completion of developmental tasks of Meeting Needs
•       Relational Cycle movement pattern of Grasp

3:00-3:15 BREAK

3:15-4:45 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with:

•       “Nourishment Barrier” to effective action
•       Unsuccessful completion of developmental tasks of Meeting Needs

4:45-5:30 Questions and Closing

Day 7 (Module 2)

9-9:45  Mindfulness practice (Orienting to sound, what are you grabbing hold of, what are you having difficulty grasping) and Q and A

9:45-10:45 Didactic and Experiential exploration of skills to:

•       Increase Neurological Regulation,
•       Soften “Nourishment Barrier” to Action,
•       Support capacity for “Normative Eating”
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Meeting Needs and truncated Relational Cycle movement pattern of Grasp

10:45-11 BREAK

11:00 – 12:30 Didactic and Experiential exploration of Neurological Regulation associated with:

•       Normative Eating in “Satisfaction” stage of Action Cycle
•       Successful completion of developmental tasks of Intimacy
•       Relational Cycle movement pattern of Pull

12:30-2:00 LUNCH

2:00-3:15  Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with:

•       “Nourishment Barrier” to effective action
•       Unsuccessful completion of developmental tasks of Intimacy
•       Truncated Relational Cycle movement pattern of Pull
•       Sensory Processing Disorder

315-3:30 BREAK

3:30-4:30 Didactic and Experiential exploration of skills to:

•       Increase Neurological Regulation,
•       Soften “Nourishment Barrier” to Action,
•       Support capacity for “Normative Eating”
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Intimacy and truncated Relational Cycle movement pattern of Pull

4:30-5:15  Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with Freeze (High) Response.

5:15-5:30 Questions/Closure

Day 8 (Module 2)

9-9:45 Mindfulness Practice, and Q and A.

9:45-10: 45 Being an Embodied Therapist: Didactic and Experiential exploration of skills to:

•       Increase safety in therapeutic relationship when navigating attachment injuries associated with Safety in Meeting Needs and Intimacy.
•       Build capacity for corrective experience of co-regulation
•       Reduce therapist’s Nourishment Barrier in therapeutic process.

10:45-11:00 Break

11-11:15 Therapeutic Skills: The Action cycle stage of Satisfaction in the therapeutic process-tracking,  making verbal contact with somatic, affective and cognitive indicators of transformation.

11:15-12:30 Therapeutic skills: goals, treatment planning for clients expressing Nourishment Barrier.

12:30-2:00 LUNCH

1:45-3:15 Didactic and Experiential exploration of Neurological Regulation associated with:

•       Normative Eating in “Relaxation” stage of Action Cycle
•       Successful completion of developmental tasks of Belonging in community
•       Relational Cycle movement pattern of Yield

3:15-3:30 BREAK

3:30-5:00 Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with:

•       “Completion” to effective action
•       Unsuccessful completion of developmental tasks of Belonging in Community
•       Truncated Relational Cycle movement pattern of Yield

5-5:30  Questions and close

Day 9 (Module 2)

 9-10 Mindfulness Practice, and Q and A.

10-10:45 Didactic and Experiential exploration of skills to:

•       Increase Neurological Regulation,
•       Soften “Completion Barrier” to Action,
•       Support capacity for “Normative Eating”, and
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Belonging in Community and truncated Relational Cycle movement pattern of Yield

10:45-11 BREAK

11:00 – 12:00 Didactic and Experiential exploration of skills to:

•       Increase Neurological Regulation,
•       Soften “Completion Barrier” to Action,
•       Support capacity for “Normative Eating”, and
•       Repair attachment injury resulting in unsuccessful completion of developmental tasks of Belonging in Community and truncated Relational Cycle movement pattern of Yield

12-12:30  Didactic and Experiential exploration of Eating Disorders Behaviors expressing Neurological Dysregulation associated with Low Freeze Response.

12:30-2:00 LUNCH

2-2:45

2:45-3:30

3:30-3:45 BREAK

3:45-5:00 Being an Embodied Therapist: Didactic and Experiential exploration of skills to:

•       Increase safety in therapeutic relationships when navigating attachment injuries associated with expression of Belonging.
•       Build capacity for corrective experience of co-regulation
•       Reduce therapist’s Completion Barrier in therapeutic process.

5:00-5:30 Questions/Closure

Day 10 (Module 2)

9-10 Mindfulness Practice, and Q and A.

10:00-10:45 Therapeutic Skills: facilitating experiential interventions, assessment

10:45-11:00 Break

11-12:15 Skills: goals, treatment planning for Client with Completion Barrier

12:15-1:15 LUNCH

1:15-2:15 Case studies

2:15-2:30 BREAK

2:30-3:30 FINAL Questions and Closing

Day 1

• List the four principles of the Embodied Recovery for Eating Disorders model.
• Describe the role of bottom-up processing in eating disorders treatment and recovery.
• Explain the physiological connection between attachment, trauma, sensory processing and digestion.
• Describe eating disorders behaviors through the lens of Polyvagal Theory and the Window of Tolerance.
• Explain the bottom-up relationship between sensorimotor developmental movement of Push and the successful completion of developmental tasks of Safety in Existence/Embodiment, establishment of interpersonal boundaries, and the Action Cycle state of Clarity
• Identify 2 characterological and interpersonal boundary adaptations of attachment injury associated with truncated Push and Insight Barrier to Action.
• Identify 2 indicators of sensory sensitivity or low registry.
• Identify 3 Eating Disorders Behaviors associated with attachment injury associated with truncated Push and Insight Barrier to Action.

Day 2

Learning Objectives:

• Facilitate 2 interventions to decrease physiological arousal and increase regulation in clients experiencing attachment injury.
• Facilitate 2 interventions to decrease physiological arousal and increase regulation in clients experiencing sensory processing issues.
• Identify defensive actions associated with Fight Response.
• List 2 indicators of neurological dysreguation associated with trauma and patterned Fight response.
• List 2 Eating Disorders Behaviors associated with trauma and patterned Fight response.
• Facilitate 2 interventions to increase Neurological Regulation and support capacity for “Normative Eating” for clients with patterned Fight Response.
• Demonstrate 1 skill to increase co-regulation and safety in the therapeutic relationship.

Day 3

Learning Objectives:

• Demonstrate 2 skills to increase clients’ mindful awareness of neurological regulation states.
• Identify 2 therapeutic goals and associated treatment interventions to support recovery for clients experiencing eating disorders associated with Insight Barrier to action.
• Explain the bottom-up relationship between sensorimotor developmental movement of Reach and the successful completion of developmental tasks of Autonomy/Expressing Will and Want.
• Explain the bottom-up relationship between sensorimotor developmental movement of Reach and the Action Cycle stage of Effectiveness.
• Identify 2 characterological adaptations of attachment injury associated with truncated Reach and Response Barrier to Action.
• Identify 3 Eating Disorders Behaviors associated with attachment injury associated with truncated Reach.

Day 4

Learning Objectives:

• Facilitate 2 interventions to decrease physiological arousal and increase regulation in clients experiencing attachment injury associated with Response Barrier and truncated Reach which support increased regulation needed for normative eating.
• Identify defensive actions associated with Flight response.
• Identify 2 indicators of neurological dysreguation associated with trauma and patterned Flight response.
• Identify 2 Eating Disorders Behaviors associated with trauma and patterned Flight response.
• Facilitate 2 interventions to decrease physiological arousal associated with trauma and patterned Flight response and increase regulation needed for normative eating.
• Demonstrate the therapeutic presence of mindful and compassionate curiosity.

Day 5

• Identify 2 therapeutic goals and associated treatment interventions to support recovery for client experiencing eating disorders associated with Response Barrier to action.
• Identify 1 client from current case load that meets criteria for Eating Disorders Behaviors associated with Insight Barrier to effective Action.
• Identify 1 goal and associated intervention for current client to reduce Insight Barrier and support Normative Eating.
• Identify 1 client from current case load that meets criteria for Eating Disorders Behaviors associated with Response Barrier to effective Action.

Day 6

• List the four principles of the Embodied Recovery for Eating Disorders model.
• Describe the role of bottom-up processing in eating disorders treatment and recovery.
• Explain the physiological connection between attachment, trauma, sensory processing and digestion.
• Describe eating disorders behaviors through the lens of Polyvagal Theory and the Window of Tolerance.
• Explain the bottom-up relationship between sensorimotor developmental movement of Grasp and the successful completion of developmental tasks of Meeting Needs and the Action Cycle state of Satisfaction.
• Identify 2 characterological and interpersonal boundary adaptations of attachment injury associated with truncated Grasp and Nourishment Barrier to Action.
• Identify 2 postural indicators of truncated Grasp and the Nourishment Barrier to Action.
• Identify 3 Eating Disorders Behaviors associated with attachment injury associated with truncated Grasp and Nourishment Barrier to Action.

Day 7:

• Facilitate 2 interventions to decrease physiological arousal and increase regulation in clients experiencing attachment injury associated with truncated Grasp and fears around intimacy.
• Explain the bottom-up relationship between sensorimotor developmental movement of Pull and the successful completion of developmental tasks of Experiencing Intimacy and the Action Cycle state of Satisfaction.
• Identify 2 characterological and interpersonal boundary adaptations of attachment injury associated with truncated Pull and Nourishment Barrier to Action.
• Identify 1 postural indicator of truncated Pull and the Nourishment Barrier to Action.
• Identify 2 Eating Disorders Behaviors associated with attachment injury associated with truncated Grasp and Nourishment Barrier to Action.
• List 2 indicators of neurological dysreguation associated with trauma and patterned High Freeze response.
• List 2 Eating Disorders Behaviors associated with trauma and patterned High Freeze response.
• Facilitate 2 interventions to increase Neurological Regulation and support capacity for “Normative Eating” for clients with patterned High Freeze Response.

Day 8:

• Demonstrate 2 skills to increase clients’ mindful awareness of transformation in the therapeutic and recovery processes.
• Identify 2 therapeutic goals and associated treatment interventions to support recovery for clients experiencing eating disorders associated with Nourishment Barrier to action.
• Explain the bottom-up relationship between sensorimotor developmental movement of Yield and the successful completion of developmental task of Experiencing Belonging.
• Explain the bottom-up relationship between sensorimotor developmental movement of Yield and the Action Cycle stage of Relaxation.
• Identify 2 characterological adaptations of attachment injury associated with truncated Yield and Completion Barrier to Action.
• Identify 3 Eating Disorders Behaviors associated with attachment injury associated with truncated Yield.

Day 9:

Learning Objectives: 

• Facilitate 2 interventions to decrease physiological arousal and increase regulation in clients experiencing attachment injury associated with Completion Barrier and truncated Yield which support increased regulation needed for normative eating.
• Describe defensive actions associated with Low Freeze response.
• Identify 2 indicators of neurological dysreguation associated with trauma and patterned Low Freeze response.
• List 2 Eating Disorders Behaviors associated with trauma and patterned Low Freeze response.
• Facilitate 2 interventions to decrease physiological arousal associated with trauma and patterned Low Freeze response and increase regulation needed for normative eating.
• Describe an embodied experience of a lack of sense of belonging that is associated with the Completion Barrier as it is illustrated in the therapeutic relationship.

Day 10:

• Identify 1 client from current case load that meets criteria for Eating Disorders Behaviors associated with Completion Barrier to Action.
• List 2 therapeutic goals and associated treatment interventions to support recovery for client experiencing eating disorders associated with Completion Barrier to Action.
• Demonstrate facilitation of 1 body-based intervention to explore or soften the Completion Barrier to Action.

The training is appropriate for all members of multidisciplinary eating disorders treatment teams including mental health professionals (Psychologist, Social Workers, Counselors, Marriage and Family Therapists, Creative Art Therapists), medical providers (MD’s, Psychiatrists, Nurses), Dietitians, Occupational Therapists, treatment program staff and adjunct providers such as yoga therapist. This training is also applicable for the same professionals who work with common co-occurring disorders such as addiction, mood disorders and trauma which arise from the same mind/body/spirit constellation that gives rise to eating disorders.

One of the following courses is required before you can take this course:

• Introduction to Embodied Recovery for Eating Disorders IN-PERSON
• Introduction to Trauma-informed and Attachment-based Eating Disorder Treatment: ONLINE
• Introduction to Embodied Recovery for Eating Disorders: ONLINE

See the individual cohort listing for tuition fees.

BIPOC/LGBTQ, Student and Work-study SCHOLARSHIPS : We reserve select slots in each training for reduced rate scholarships. If you would like to request a scholarship, please contact Jenn at registration@embodiedrecovery.org.

REFUND: Refund of full tuition paid minus $100 available if cancellation is made up to 6 weeks prior to start of Module 1.  Refund of 50% of tuition paid minus $100 available if cancellation is made between 2-6 weeks prior to start of Module 1.  No refund available available if cancellation is made within 2 weeks of start of Module 1.

Each module of this course offers 35 CE’s. Participants must attend all 5 days of each module to receive CE’s for that module.

The Embodied Recovery Institute (ERI) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7539.  Program that do no qualify for NBCC credit are clearly identified.  ERI is solely responsible for all aspects of the programs.  35 CE’s per module are available to participants who attend the entirety of this program and complete the course evaluation.

The Embodied Recovery Institute, Provider Number 2075, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education  (ACE) program.  Regulatory boards are the final authority on courses accepted for continuing education credit.  ACE provider approval period: 9/16/24-9/16/25.  Social workers competing this course receive 35 General continuing education credits per module.