Insecure Attachment in the Clinical Setting: Understanding Strategies and Promoting Positive Change with Dr. Clark Baim
2025-03-07 09:00 - 2025-05-16 12:00 (America/Los_Angeles) | Zoom
3 part lecture series: March 7th AND April 4th AND May 16th
9:00am – 12:00pm Pacific Time
via Zoom
$50
Insecure Attachment in the Clinical Setting: Understanding Strategies and Promoting Positive Change
The Barnard Center for Infant and Early Childhood Mental Health and Parent-Child Relationships Program at the Barnard Center is pleased to offer a training series with Dr. Clark Baim. Dr. Baim is a clinician, author, and trainer in the development and function of child attachment strategies and how these strategies show up clinically.
To make this course more affordable the fee is being subsidized by the Dr. Kathryn Barnard Endowment for Infant Mental Health.
This training will be taught in English and will not be recorded.
Who is it for? The course will be relevant to professionals who work with children, adults, and families. The course is intended for professionals in the mental health, social care, criminal justice, educational and voluntary (NGO / not-for-profit) sectors. People in professions related to these can all benefit from the course. The course is suitable for post-qualified professionals and is also suitable for researchers and academics. Participants with experience of working directly with people are best suited to the course, because of their practical experience of listening and responding to spoken discourse.
AGENDA
Day One: Theory

Introduction to attachment theory, specifically Dr. Patricia Crittenden’s Dynamic-Maturational Model (DMM) of Attachment and Adaptation, which provides a strengths-based, function-focused alternative to symptom-based diagnosis.
Understanding why attachment theory is a key to understanding the development of psychological problems, personality disorders and offending behaviour.
How attachment theory signals the importance of relationship-based practice, self-awareness, and self-reflection on the part of the worker.
Understanding the relationship between psychological trauma, psychopathology, personality disorder diagnoses and attachment strategies: A bio-psycho-social approach.

Day Two: Assessment and Formulation

Introduction to discourse analysis: understanding how attachment strategies are expressed in speech and behaviour.
Introduction to integrating DMM attachment theory with a variety of treatment models and approaches.
Principles of purposeful eclecticism: adapting the intervention to the attachment strategies.
Introduction to family–systemic formulations and treatment planning based on the DMM model.

Day Three: Treatment Planning and Intervention

Introduction to: applying the theory to treatment planning and intervention.
Exploring different approaches to intervention and principles of treatment emerging from the attachment-based model. This includes purposeful adaptation when working with people with psychological trauma.
The LEARN Model for promoting narrative integration.
Tools and techniques for attachment-based interventions.

Trainer: The training will be led by Clark Baim, PhD, and is based on two of his co-authored books, Attachment-based Practice with Adults: Understanding Strategies and Promoting Positive Change (2023, 2nd edition, Pavilion. Available as an e-book or print version) and the Attachment-based Practice with Children, Adolescents and Families (Pavilion, 2022). Dr. Baim is a registered psychotherapist (UK Council for Psychotherapy) and a registered Senior Trainer and Clinical Supervisor with the British Psychodrama Association. He has worked in more than 35 countries and 300 organisations as a trainer, group leader, therapist, and supervisor. Dr. Baim has focused for twenty-five years on the study of attachment theory and the Dynamic-Maturational Model (DMM) of Attachment and Adaptation with Dr. Patricia Crittenden. He is on the faculty of the Family Relations Institute, the international training organisation for the DMM. He is a trainer and forensic-level coder of the DMM version of the Adult Attachment Interview.

Promoting First Relationships® Level One VIRTUAL Workshop – March 10, 12, 17 & 20, 2025
2025-03-10 15:00 - 2025-03-20 18:30
4 Half-Days Level 1 Workshop
March 10, 12, 17 & 20, 2025
3pm – 6:30pm each day Pacific Time (SEATTLE)
via Zoom
Australian Eastern Daylight Times
11, 13, 18 & 21 March 2025
9am – 12:30pm each day AEDT

Professionals who work with caregivers and young children (0-5) often see the need to support and guide caregivers in building nurturing relationships with children. Promoting First Relationships workshop gives professionals the knowledge, tools, and strategies to do so. The Promoting First Relationships evidence-based program integrates theory, practice and intervention.
In this 4 half-day learner’s workshop, participants learn a unique consultation and intervention strategy that they can integrate into their work whether in high-risk, special needs, child-care, or other early childhood fields.
In this workshop, you will learn . . .

Theoretical foundations of social and emotional development in early childhood (birth to 3 years)
Consultation strategies
Elements of a healthy relationship
Infants and the development of trust and security
Toddlers and the development of self
Understanding and intervening with children’s challenging behaviors
Developing intervention plans and individualizing the PFR curriculum

Promoting First Relationships can improve…

Parental sensitivity
Parental knowledge of child development
Parental confidence and competence
Child outcomes
Child Welfare outcomes

Because Promoting First Relationships is a positive, strengths-based model, caregivers are typically open to intervention and gain competence, and thus investment, in their caregiving.
Your fee covers tuition, all curriculum materials including the Promoting First Relationships manual, and a copy of reproducible parent handouts.
What participants are saying . . .

“I loved the video examples which really helped illustrate the principles.”
“Straightforward and doable, lots of real life examples and opportunity to reflect in groups.”
“I liked how the case studies cemented the concepts.”
“I particularly liked the group discussions, latest research information and the handouts.”
