Attachment with a Twist

Thursday, August 28, 2025, 8:00 AM - Monday, August 28, 2028, 9:00 AM

AMA PRA Category 1 Credits™ (1.50 hours), ASWB Social Work Credit(s) (1.50 hours), CME-Designated Participation Credit (1.50 hours)

This workshop is based on attachment theory and reviews the basic attachment cycles for children and their caregivers. There are multiple barriers that can impede “typical” attachment. The Window of Tolerance is a concept that can be applied to any attachment relationship and fosters co-regulation as an intervention. This workshop provides examples of ways that the Window of Tolerance and attachment principles can improve the attachment relationship between parents and children when things like neurodivergence, gender diversity, sensory issues or other “differences” are present.

Presenter

Kelly Smith, LICSW
Trainer for Dartmouth Trauma Interventions Research Center

1. Describe the stages of the attachment cycle in a typical parent/child relationship.
2. Identify differences within the attachment cycles that require a different perspective, including strategies that providers can use to facilitate parent/child relational growth.
3. Review Window of Tolerance and how co-regulation is essential to fostering attachment.

In support of improving patient care, Dartmouth Health is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

American Medical Association (AMA)
Dartmouth Health designates this Enduring Material for a maximum of 1.50 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Association of Social Work Boards (ASWB)

As a Jointly Accredited Organization, Dartmouth Health is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 1.5 general continuing education credits.

Social Worker Account Setup

If you wish to apply for ASWB credit, you will need to enter your license number in your CE Profile by following these steps:

1. Log in to Dartmouth Health's CE portal (https://dh.cloud-cme.com).

2. From the My Account Menu, select Profile.

3. Ensure your degree and profession are accurately reflected.

4. Enter the state license type, License #, and Expiration date.

5. Scroll down to the bottom of the screen and click Submit.

All other learners may claim CME-designated participation credit. Consult your professional licensing board regarding the applicability and acceptance of CME-designated participation credit for programs certified for credit by organizations accredited by Joint Accreditation for Interprofessional Education.

Registration/Requirements for Successful Completion
You may claim credit for successful completion of this online course. In order to claim credit, you must follow these steps:

1. Click the Register tab above. If you are not logged into your account, you will need to log in. Use the Forgot Your Password? button if you need to reset your password.

2. Register for the activity.

3. Click the Content/Tests tab and then View Content to view the recording. View the entire presentation.

4. Complete the Post-Test (attestation - return to the Content/Tests tab to find it).

5. Click the Complete Evaluation button, or click My Account in the menu bar; then click Evaluations.

6. Complete and Submit the Evaluation.

Bibliographic Material

• Anderson, E., Eleazer, J. R., Kristensen, Z., St. Amand, C. M., Baker, A. M., Correro, A. N., II, Cottingham, M. E., Hinrichs, K. L. M., Parmenter, B. A., Stelmokas, J., & Trittschuh, E. H. (2022). Affirmative neuropsychological practice with transgender and gender diverse individuals and communities. Clinical Neuropsychologist, 1–19. https://doi-org.unh.idm.oclc.org/10.1080/13854046.2022.2073915

• Corrigan, F. M., Fisher, J. J., & Nutt, D. J. (2011). Autonomic dysregulation and the window of tolerance model of the effects of complex emotional trauma. Journal of Psychopharmacology, 25(1), 17–25. https://doi-org.unh.idm.oclc.org/10.1177/0269881109354930

• Green, J., & Wan, M. W. (2022). Neurodiverse transactional development may confound primary attachment inferences—Commentary on Martin et al 2020 Https://doiOrg/101111/desc12953. Developmental Science, 25(1). https://doi-org.unh.idm.oclc.org/10.1111/desc.13144

• King, K. I. (2023). Creating relational density to buffer the effects of childhood maltreatment in preadolescent foster youth. Clinical Social Work Journal. https://doi-org.unh.idm.oclc.org/10.1007/s10615-023-00876-0

• Klaff, F. (2013). Review of EMDR therapy and adjunct approaches with children: Complex trauma, attachment, and dissociation. Journal of EMDR Practice and Research, 7(2), 114.

• McFerran, K., Crooke, A., Kalenderidis, Z., Stokes, H., & Teggelove, K. (2022). What Young People Think About Music, Rhythm and Trauma: An Action Research Study. Frontiers in Psychology, 13, 905418. https://doi-org.unh.idm.oclc.org/10.3389/fpsyg.2022.905418

• Ogden, P. (2009). Emotion, mindfulness, and movement: Expanding the regulatory boundaries of the window of affect tolerance. In D. Fosha, D. J. Siegel, & M. F. Solomon (Eds.), The healing power of emotion: Affective neuroscience, development & clinical practice. (pp. 204–231). W. W. Norton & Company.

• Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy (Norton Series on Interpersonal Neurobiology). WW Norton & Company.

• Petrocchi, N., Di Bello, M., Cheli, S., & Ottaviani, C. (2022). Compassion focused therapy and the body: How physiological underpinnings of prosociality inform clinical practice. In P. Gilbert & G. Simos (Eds.), Compassion focused therapy: Clinical practice and applications. (pp. 345–359). Routledge. https://doi-org.unh.idm.oclc.org/10.4324/9781003035879-12

• Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation (Norton Series on Interpersonal Neurobiology). WW Norton & Company.

• Pleines, K. E. (2019). An attachment-informed approach to trauma-focused cognitive behavioral therapy. Clinical Social Work Journal, 47(4), 343–352. https://doi-org.unh.idm.oclc.org/10.1007/s10615-019-00701-7

• Schlage, B. (2021). Touch and Affect Regulation: Postural Integration, Trauma Skills, and Tools for Body-Oriented Psychotherapy. International Body Psychotherapy Journal, 20(1), 46–56

• Siegel, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience. Guilford Press.

  
  
  

Provider Contact Information
Provider contact information for questions regarding accreditation of the activity:

Center for Learning and Professional Development
ACE Office
Dartmouth Health
[email protected]

Mitigation of Relevant Financial Relationships

Dartmouth Health adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education.  Any individuals in a position to control the content of a CE activity, including planners, faculty, authors, or others are required to disclose all financial relationships with ineligible companies^.  All relevant financial relationships have been mitigated prior to the commencement of the activity.

^Ineligible Company is any entity whose primary business purpose is producing, marketing, selling, re-selling or distributing healthcare products used by or on patients.