Specialized Clinical Program in EMDR Therapy
with Children and Youth
Developmental Adaptations for Children, Adolescents, and Caregivers
Program Overview
Regular Price:
$1399 USD
$1899 CAD plus taxes
Labour Day Sale:
$1149 USD
$1649 CAD plus taxes
*Valid only with the purchase of the full program.
Take Advantage of our Payment Plan Options!
You can now pay over 6 months
0% interest!
42 hours
8 Modules
3 Group Consultations
100 % online via Zoom
1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
36 CE credits
(4 CE credits per session)
The consultation group sessions part of this program do not qualify for CE Credits.
Intermediate
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors, any other mental health professionals/providers.
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Specialized Clinical Program
EMDR Therapy with
Children and Youth
Take Advantage of our Payment Plan Options!
Flexible Attendance Options
Attend live via Zoom, watch the recordings,
or combine both options based on your schedule.
*Your registration includes one year of access to all training recordings.
A certificate of completion with continuing education credits (CEs) will be provided
whether you participate live, on demand, or through a combination of both formats.
This specialized clinical program is designed for clinicians who want to deepen their skills in providing EMDR therapy to children and youth across different developmental stages. The program focuses on how EMDR therapy can be adapted to meet the needs of young children, school-aged children, and adolescents, with careful attention to developmental capacity, attachment, emotional regulation, family context, and clinical presentation.
Participants will explore the key differences between working with young children and adolescents, including variations in language, cognitive development, emotional expression, trauma processing, dissociation, caregiver involvement, and treatment pacing. The program will also address how symptoms may present differently across age groups and how clinicians can adjust assessment, preparation, target selection, interweaves, resourcing, and session structure accordingly.
A key feature of this program is its practical, clinician-friendly structure. Participants will receive clinical documents and templates to support their work, including informed consent templates, history-taking forms, case conceptualization tools, session guidelines, and other resources designed to help clinicians organize treatment clearly and confidently. A structured clinical roadmap will also be provided so clinicians have a clear step-by-step framework to follow and do not feel lost when applying EMDR therapy with children and youth.
Through clinically focused teaching, case examples, and practical strategies, clinicians will learn how to apply EMDR therapy in a developmentally sensitive and trauma-informed way. Special attention will be given to working with caregivers, understanding family dynamics, supporting emotional safety, and adapting the 8 phases of EMDR therapy for children and youth with complex trauma, attachment wounds, neurodivergence, and regulation difficulties.
By the end of the program, participants will have a stronger clinical framework for using EMDR therapy with children and adolescents, including how to differentiate treatment approaches based on age, developmental stage, and presenting concerns. This speciallized program is ideal for clinicians who already have foundational EMDR training and want to expand their confidence and competence in child and youth EMDR practice.
Program Modules
Eight comprehensive modules designed for clinicians
working with children, adolescents, and families
Bonus Resources Included!
Your registration includes a comprehensive collection of
ready-to-use Child and Adolescent EMDR Clinical Tools
How to modify the 8 phases of EMDR for Children and Adolescent (over 2 sessions)
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Friday September 18, 2026 and
Saturday September 19, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
Presented by Billie-Jo Bennett
Working with children and youth in EMDR requires thoughtful adaptation of the standard protocol to meet developmental, relational, and regulatory needs. This module will guide clinicians in how to effectively modify all eight phases of EMDR therapy for younger clients, integrating play-based, attachment-informed, and developmentally appropriate strategies. Participants will gain practical tools to enhance engagement, support stabilization, and facilitate safe and effective reprocessing with children and adolescents.
Learning objectives:
-
Identify at least three (3) developmental factors that influence how EMDR therapy may be adapted for children and adolescents.
-
Explain at least five (5) developmentally appropriate modifications for each of the eight phases of EMDR therapy when working with children or adolescents.
-
Identify at least three (3) clinical indicators that a child or adolescent may require additional preparation and stabilization prior to initiating trauma reprocessing.
-
Describe simple versus complex PTSD
-
Explain at least one (1) additional parental considerations with treatment planning
-
Use at least two (2) play-based or creative interventions that can be used to support engagement, preparation, and emotional regulation during EMDR therapy with children and adolescents.
-
Explain at least two (2) ways caregiver involvement and attachment-informed interventions can be incorporated to support safety, treatment planning, and therapeutic engagement in EMDR therapy with younger clients.
-
Apply developmentally appropriate modifications to the EMDR reprocessing phases based on a child or adolescent client’s developmental level, regulatory capacity, and clinical presentation.
Friday September 18 and Saturday September 19, 2026
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Understanding why the standard EMDR protocol requires thoughtful adaptation for children and adolescents
Reviewing developmental factors that influence EMDR treatment
Differentiating chronological age from developmental, emotional, and relational age
Adapting communication for young children, school-aged children, and adolescents
Maintaining fidelity to the AIP model while modifying the delivery of the eight phases
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Identifying adverse experiences, attachment disruptions, strengths, resources, and protective factors
Neurobiological development
Play and neurobiology
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Attachment theory
Polyvagal theory
How trauma presents across development
Models for case conceptualization
Saturday September 19, 2026
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Attachment informed treatment planning
Family context and parental involvement
The importance of assessing the caregiving system
Choice points in treatment planning
Formal assessment measures
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Identifying potential targets while avoiding premature or overly detailed trauma disclosure
Assessing readiness for trauma reprocessing in children and adolescents
Identifying indicators that additional preparation may be needed
Developing an AIP-informed case conceptualization for a child or adolescent
Determining the role of parents and caregivers in assessment and treatment planning
Balancing caregiver information with the child’s perspective, autonomy, and privacy
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Specific EMDR modifications through all 8 phases to support work with young children to adolescent:
Resource development and installation
Gathering Targets
Floatback
Interweaves
Using drawing, playdough, puppets, sand tray, games, stories, and movement to support engagement and regulation
Is this dissociation? Recognizing dissociative patterns in child and adolescent behavior;
From assessment to treatment strategies.
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Billie-Jo Bennett
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Sunday September 20, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
Children and adolescents often present with behaviours that can be misunderstood as inattention, defiance, emotional dysregulation, or developmental challenges, when in fact they may reflect underlying dissociative processes. Accurately identifying dissociation in younger clients requires a nuanced, developmentally informed lens and careful differentiation from other clinical presentations.
This module will support clinicians in recognizing dissociative patterns in child and adolescent behaviour, with a focus on how dissociation may manifest across emotional, behavioural, cognitive, and relational domains. Participants will learn practical strategies for assessment, including how to gather developmentally appropriate history, identify markers of dissociation, and differentiate dissociative responses from other conditions such as anxiety and trauma-related dysregulation.
Building on assessment, this module will explore treatment planning and intervention strategies grounded in a phase-oriented approach. Emphasis will be placed on stabilization, enhancing safety and regulation, and adapting therapeutic interventions to meet the developmental needs of children and adolescents. Clinical examples will be used to illustrate how to work effectively with dissociative processes while maintaining a trauma-informed and attachment-focused framework.
Participants will leave with increased confidence in identifying dissociation and a clearer roadmap for translating assessment into effective, developmentally attuned treatment.
Learning Objectives:
-
Identify at least four (4) emotional, behavioural, cognitive, or relational indicators of dissociation in children and adolescents.
-
Compare dissociative responses with at least three (3) other common clinical presentations, such as anxiety, trauma-related dysregulation, inattention, defiance, or developmental challenges.
-
Explain at least three (3) developmentally appropriate assessment strategies for gathering history and identifying dissociative patterns in children and youth.
-
Apply a phase-oriented treatment plan that includes stabilization, safety, regulation, and attachment-informed interventions for children or adolescents presenting with dissociative processes.
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Understanding Dissociation and how it presents itself in children and youth
Different types of dissociation
Dissociative disorders
Dissociative symptoms vs dissociative disorders
Continuum model of dissociation
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Infant trauma and dissociation
Young and pre-school children and dissociation
School age children and dissociation
Adolescent and dissociation
Disorders that have symptoms that overlap with dissociation
Trauma related dysregulation vs dissociation
Defiance vs dissociation
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Models of Dissociation
Screening and Assessment
Assessment process
Screening tools
Phase oriented treatment approach
Integrating EMDR with dissociative treatment
Understanding the basics - Beyond the Presenting Problem: Assessing the Family System and Emotional Safety
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Cathy Schweitzer
and Stefanie Armstrong
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Friday, October 23, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
Within the first parent/caregiver intake sessions, the goal is not only to “get the history,” but also to understand the child in context: developmentally, relationally, emotionally, behaviourally, medically, socially, and within the family system. A child assessment should include developmental, behavioural, emotional, cognitive, educational, biomedical, family, peer, and social components.
Children and youth rarely present with symptoms in isolation. This module introduces clinicians to a systemic approach to assessment, helping them look beyond the presenting problem to better understand the family dynamics, caregiver-child relationship, emotional safety, and home environment surrounding the child.
Participants will explore how patterns of communication, conflict, boundaries, parenting responses, caregiver stress, and caregiver mental health can shape or maintain child and youth symptoms. Emphasis will be placed on conducting these assessments in a respectful, non-blaming, and trauma-informed way, while identifying when parent-focused support, family-based intervention, safety planning, or additional referrals may be clinically indicated.
Learning Objectives:
-
Identify at least five (5) areas of assessment that help clinicians understand a child’s symptoms within developmental, relational, family, social, educational, and emotional contexts.
-
Explain at least three (3) ways family dynamics, caregiver stress, communication patterns, or home environment may contribute to or maintain child and youth symptoms.
-
Apply a trauma-informed, non-blaming approach to parent/caregiver intake questions when assessing the family system and emotional safety.
-
Identify when assessment findings indicate a need for parent-focused support, family-based intervention, safety planning, or referral to additional services.
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Conducting a Comprehensive Child and Caregiver Intake Assessment
Moving beyond “getting the history” to understanding the child within their broader developmental and relational context
Establishing the purpose, structure, and priorities of the initial parent or caregiver intake sessions
Explaining informed consent, child assent, confidentiality, its limits, and how information will be shared between the child, caregivers, and clinician
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Clarifying the presenting concerns, the caregiver’s priorities, and the child’s perspective
Assessing the onset, frequency, intensity, duration, and functional impact of symptoms
Assessing Family Dynamics, Caregiver Well-Being, and the Home Environment
Understanding the child as part of an interconnected caregiving and family system
Exploring how family patterns may influence the development, expression, or maintenance of symptoms
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Exploring caregiver stress, emotional availability, coping capacity, trauma history, and mental health as they relate to the child’s treatment
Trauma-Informed Caregiver Interviewing, Safety Assessment, and Treatment Planning
Framing sensitive questions with transparency and explaining why the information is clinically relevant
Validating caregiver challenges while maintaining focus on the child’s needs and emotional safety
Responding to defensiveness, disagreement, guilt, fear, or caregiver distress
Maintaining curiosity when caregivers and children provide different accounts
Assessing emotional safety, physical safety, supervision, family conflict, exposure to violence, self-harm concerns, and other potential risks
Recognizing when additional risk assessment or safety planning may be required
Using Creative Interventions to Support Engagement and Emotional Expression in EMDR Therapy with Children and Adolescents
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Mary Lauren Fox
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Saturday October 24, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
This module is designed to equip practitioners with the tools to engage children through their most natural language: play and creativity. By utilizing creative interventions such as drawing, playdoh, and sand tray we can bypass cognitive barriers and help children process trauma, regulate emotions, and develop resilience. The use of creative interventions is discussed related to each phase of EMDR.
Learning Objectives:
-
Identify at least three (3) creative interventions, such as drawing, playdoh, or sandtray, that can be used to support engagement and emotional expression in EMDR therapy with children.
-
Explain how play-based and creative interventions can help children access material, reduce cognitive barriers, support regulation, and process trauma.
-
Use developmentally appropriate creative interventions to support specific phases of EMDR therapy with children.
-
Demonstrate how to integrate at least one (1) creative intervention into an EMDR therapy phase while maintaining fidelity to the overall EMDR therapy model.
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Foundations of Play-Based and Creative Interventions in EMDR Therapy
Connecting play-based and creative interventions with the AIP model
Maintaining fidelity to EMDR therapy while adapting how information is accessed and expressed
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Introducing creative modalities across developmental stages
Selecting interventions based on the child’s developmental needs, interests, communication style, sensory preferences, and treatment goals
Creative Interventions During EMDR Phases 1–3
Creative Interventions During EMDR Phases 4–8
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Incorporating caregivers while preserving the child’s voice, autonomy, and therapeutic relationship
Understanding the role of parents and caregivers in supporting engagement, emotional safety, co-regulation, and the child’s use of creative resources
Assessing caregiver readiness and ability to remain regulated during therapeutic activities
Determining when caregiver participation may be helpful and when individual work with the child may be more appropriate
Protecting the child’s privacy, autonomy, and therapeutic relationship when collaborating with caregivers
The EMDR Therapeutic Narrative
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Cathy Schweitzer
and Stefanie Armstrong
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Wednesday November 4, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
The therapeutic narrative plays a central role in helping clients organize, make meaning of, and integrate their experiences. This module explores how clinicians can support the development of a coherent, flexible narrative that promotes regulation, resilience, and adaptive processing. Participants will learn practical strategies to facilitate narrative development in a way that is trauma-informed, developmentally attuned, and aligned with the client’s pace.
Learning Objectives:
-
Explain the role of the therapeutic narrative in supporting organization, meaning-making, integration, and adaptive processing in EMDR therapy.
-
Identify at least three (3) elements of a coherent and developmentally appropriate therapeutic narrative.
-
Apply trauma-informed strategies to support narrative development while maintaining attention to client pacing, regulation, and emotional safety.
-
Apply a therapeutic narrative intervention that supports resilience, regulation, and integration for a child or adolescent client.
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Understanding the Therapeutic Narrative in Trauma Treatment and EMDR Therapy
Exploring how traumatic experiences can disrupt memory organization, sequencing, meaning-making, and a coherent sense of self
Identifying indications that narrative work may be clinically helpful
Recognizing when a client may need additional preparation, stabilization, or relational safety before beginning narrative work
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Developing a Coherent and Developmentally Appropriate Narrative
Identifying core elements of a therapeutic narrative
Adapting therapeutic narrative strategies for young children, school-aged children, and adolescents
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Identifying where narrative interventions may support the eight phases of EMDR therapy
Demonstration of a therapeutic narrative intervention for a child
Demonstration of an age-appropriate narrative intervention for an adolescent
Effective Interweaves for EMDR Therapy
with Children and Adolescents
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Cathy Schweitzer
and Stefanie Armstrong
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Thursday November 5, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
Cognitive interweaves are a key component of EMDR therapy, particularly when processing becomes blocked or incomplete. When working with children and adolescents, interweaves must be adapted to align with developmental level, language capacity, and relational context. This module will explore how to effectively use interweaves with younger clients, integrating play-based, attachment-informed, and developmentally appropriate strategies. Participants will gain practical tools to support processing while maintaining safety, engagement, and regulation.
Learning Objectives:
-
Explain the purpose of cognitive interweaves in EMDR therapy and identify when an interweave may be clinically indicated during blocked or incomplete processing.
-
Identify at least three (3) developmental, language-based, or relational considerations when adapting cognitive interweaves for children and adolescents.
-
Use developmentally appropriate interweaves that support processing while maintaining safety, engagement, and emotional regulation.
-
Demonstrate how to apply a play-based, attachment-informed, or developmentally appropriate interweave with a child or adolescent client during EMDR therapy.
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Understanding Cognitive Interweaves and Recognizing Blocked Processing
Differentiating blocked processing from a child’s need for additional time, regulation, preparation, clarification, or a change in bilateral stimulation
Assessing common contributors to blocked processing
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Developmentally Adapting Interweaves for Children and Adolescents
Differences between interweaves for young children, school-aged children, and adolescents
Considering developmental age, language capacity, cognitive development, attention, emotional regulation, and relational context
Integrating visual, sensory, movement-based, experiential, and play-based approaches to introduce adaptive information
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Considering attachment needs and the possible inclusion of caregivers or supportive figures
Recognizing when an interweave is ineffective, overly directive, dysregulating, or developmentally mismatched
EMDR Therapy with Neurodivergent Children and Youth: From ADHD to Autism, with Caregiver Support and Adaptations
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Anna Clarke
5:00 PM to 9:30 PM Eastern (CA/USA) 3:00 PM - 7:30 PM Pacific CA/USA
Wednesday December 9, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
Neurodivergent children often experience the world in ways that require thoughtful, flexible, and developmentally attuned adaptations in therapy. This workshop will explore how EMDR Therapy can be adapted to support neurodivergent children, including children with ADHD, autism, sensory sensitivities, emotional regulation difficulties, executive functioning challenges, and differences in communication or social engagement.
Participants will learn how to modify EMDR preparation, assessment, desensitization, and reprocessing phases to better meet the needs of neurodivergent children while maintaining fidelity to the EMDR model. Special attention will be given to pacing, regulation, sensory accommodations, play-based strategies, caregiver involvement, and the use of concrete, visual, and experiential interventions.
The workshop will also focus on the essential role of caregivers in supporting the child’s EMDR therapy process. Clinicians will learn how to collaborate with caregivers to strengthen emotional safety, support co-regulation, understand neurodivergent needs, and promote generalization of therapeutic gains outside of sessions.
Through a neurodiversity-affirming lens, this training will help clinicians increase confidence in adapting EMDR Therapy for neurodivergent children while building a collaborative treatment approach that includes both the child and their caregiving system.
Learning Objectives:
-
Identify at least four (4) clinical considerations when adapting EMDR therapy for neurodivergent children and adolescents, including sensory needs, communication differences, emotional regulation, executive functioning, or social engagement.
-
Explain how to modify the 8 phases of EMDR to support neurodivergent children and adolescents while maintaining fidelity to the EMDR therapy model.
-
Use neurodiversity-affirming strategies, such as pacing adjustments, sensory accommodations, visual supports, play-based interventions, or experiential tools, to support engagement and regulation during EMDR therapy.
-
Apply a caregiver-inclusive treatment plan that supports emotional safety, co-regulation, understanding of neurodivergent needs, and generalization of therapeutic gains outside of sessions.
Agenda: 5:00 pm to 9:30 pm Eastern Tiem zone (CAD/USA)
5:00 am to 6:30 pm:
Understanding Neurodivergence and Building an Affirming EMDR Framework
Exploring how neurodivergent children and teenagers may experience and communicate distress, activation, safety, and traumatic memories
Integrating neurodivergent needs into AIP-informed case conceptualization and treatment planning
Identifying indicators that additional preparation, accommodation, or stabilization may be needed before reprocessing
6:30 pm to 6:45 pm: Break
6:45 pm to 8:00 pm:
Adapting EMDR Phases 1–3 for Neurodivergent Children and teenagers
Adapting EMDR Phases 4–8 for Neurodivergent Children and teenagers
8:00 pm to 8:15 pm: Break
8:15 pm to 9:30 pm:
Developing a caregiver-inclusive, neurodiversity-affirming EMDR treatment plan
Considerations for caregivers
EMDR and Somatic Interventions for Children and Adolescent
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
11:00 AM to 3:30 PM Eastern (CA/USA) 8:00 AM - 12:30 PM Pacific CA/USA 9:00 AM - 1:30 PM Mountain CA/USA
Friday December 11, 2026
Psychologists, Social Workers, Psychotherapists, MFTs, LPCs, graduate-level Counselors
*Completion of Part 1 of an EMDRIA approved Basic EMDR training is required to attend this program
Intermediate
Presented by Cathy Schweitzer
and Stefanie Armstrong
Integrating somatic interventions into EMDR therapy can enhance regulation, engagement, and processing, particularly when working with children and adolescents. This module explores how to incorporate body-based strategies across the EMDR phases, with a focus on supporting nervous system regulation and developmental needs. Participants will gain practical tools to safely integrate somatic awareness and interventions into their work with younger clients.
Learning Objectives:
-
Identify at least three (3) somatic or body-based interventions that can support regulation, engagement, and processing in EMDR therapy with children and adolescents.
-
Explain how nervous system regulation and developmental needs inform the use of somatic interventions across the EMDR phases.
-
Use developmentally appropriate somatic strategies to support stabilization, emotional regulation, and readiness for reprocessing with younger clients.
-
Demonstrate how to safely integrate a somatic awareness or body-based intervention into one phase of EMDR therapy with a child or adolescent client.
Agenda: 11 am to 3:30 pm Eastern Tiem zone (CAD/USA)
11:00 am to 12:30 pm:
Introduction to Somatic Interventions in EMDR Therapy with children and teenagers
Nervous System Regulation and Developmental Considerations
12:30 pm to 12:45 pm: Break
12:45 pm to 2:00 pm:
Somatic Strategies During the 8 phases of EMDR
2:00 pm to 2:15 pm: Break
2:15 pm to 3:30 pm:
Somatic Strategies During the 8 phases of EMDR
Clinical Applications
Consultation Group Sessions
These consultation group sessions provide clinicians with an opportunity to deepen their understanding of EMDR therapy with children and youth through case discussion, clinical reflection, and practical guidance. Participants will explore how to apply course concepts in real-world practice, troubleshoot challenges, and strengthen confidence in adapting EMDR interventions to meet the developmental and clinical needs of children, adolescents, and their families.
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Billie-Jo Bennett
11:00 AM to 1:00 PM Eastern CAD/USA
Thursday November 19, 2026
Troubleshooting EMDR Adaptations with Children and Youth
Thursday December 3, 2026
11:00 AM to 1:00 PM Eastern CAD/USA
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
From Protocol to Practice: Troubleshooting and Clinical Integration
Presented by Cathy Schweitzer
and Stefanie Armstrong
EMDR with Neurodivergent Children and Youth:
Including Family Support
Wednesday January 20, 2027
4:00 PM to 6:00 PM Eastern CAD/USA
100 % online via Zoom
Also with 1 YEAR access to the recording
Participants have the flexibility to attend either live, on demand, or a combination of both at their discretion.
Presented by Anna Clarke
About the Faculty
Our faculty members bring extensive knowledge and expertise, combining strong academic backgrounds with years of practical experience. They are dedicated to delivering high-quality education, fostering innovation, and mentoring students through a dynamic and
supportive learning environment that inspires excellence and growth.
Hover over each picture to read each presenter’s bio:
Cathy Schweitzer
LIMHP
EMDRIA approved consultant
Co-Author of the books:
Integrative Team Treatment for Attachment Trauma in Children: Family Therapy and EMDR
and
Integrative Team Treatment for Attachment Trauma in Children: Family Therapy And EMDR
Cathy Schweitzer, MS, LIMHP specializes in treating trauma resolution and attachment problems in children and adolescents.
Cathy is part of the treatment team that created the Integrative Attachment Trauma Protocol for the treatment of attachment trauma in children. She has co-authored books, chapters, and articles related to the treatment of attachment trauma.
Cathy is an EMDRIA Approved certified EMDR therapist and consultant and provides consultation to professionals across the country.
Stefanie Armstrong MS, LIMHP, is a licensed independent mental health practioner.
Stefanie specializes in treating trauma and attachment problems in children and adolescents. She is certified in EMDR and is an EMDRIA approved EMDR consultant. Stefanie helped develop the EMDR and Family Therapy Integrative Model: Treatment for Attachment Trauma in Children research project and co-facilitates trainings for the protocol around the country.
She has co-authored books, chapters, and articles related to the treatment of attachment trauma.
Stefanie Armstrong
LIMHP
EMDRIA approved Consultant
Co-Author of the books:
Integrative Team Treatment for Attachment Trauma in Children: Family Therapy and EMDR
and
Integrative Team Treatment for Attachment Trauma in Children: Family Therapy And EMDR
.png)
Billie-Jo is a Registered Social Worker, Certified EMDR therapist, and EMDRIA Approved Consultant. Billie-Jo is also a play therapy supervisor.
BillieJo specializes in working with children, adolescents, and adults using attachment-based and trauma focussed modalities.
She specializes in trauma, attachment, dissociation, and the psychological and emotional consequences of any type of adversity.
Billie-Jo has over 18 years of experience working with high-risk families and children.
Billie-Jo Bennett
MSW RSW CPT-S
EMDRIA approved Consultant
Certified Play therapist
CAPT supervisor
Co-Author a chapter in the book:
The Handbook of Complex Trauma and Dissociation in Children: Theory, Research, and Clinical Applications
Anna is a Psychologist and Play Therapist with a passion for supporting children and young people. With a background in Out of Home Care, they’re passionate about the transformative powers of play in building healthier relationships and supporting emotion regulation. Anna holds a Master’s in Child Play Therapy and collaborates with parents, carers, schools, and stakeholders to provide collaborative care.
They are passionate about early intervention, approaching behaviours through a trauma-informed and Neurodiversity-Affirming lens.
Anna actively advocates for Neurodiversity-Affirming approaches to therapy. Anna is also experienced working with survivors of sexual assault and family violence. They are currently part of the Witness Intermediary Pilot Scheme within the Tasmanian Department of Justice, where they conduct communication assessments during police interviews and court proceedings.
Anna Clarke
(they, them)
Registered Psychologist
EMDRAA Accredited Consultant
Play Therapist
Mary Lauren fox is an LPC Supervisor, LMFT Supervisor, and an EMDRIA Consultant and Trainer. Mary Lauren received her education at The University of Texas in Tyler and Texas Wesleyan University. She has extensive experience in working with traumatized children and their families. Currently Mary Lauren provides therapy for students at a local university. Her areas of specialty include trauma, sexual assault, and distress management.
Mary Lauren uses her experience and knowledge to train developing therapists and provide supervision. Through supervision she strives to help the therapist be the best version of themselves as a professional and a person. She works with the therapist to gain skills, strengthen their self-efficacy, and give grace when they fall short of their expectations.
Mary Lauren Fox
EMDRIA approved Consultant
EMDRIA approved Trainer
LPC-Supervisor, LMFT-Supervisor
This Program Awards 36 CE credits/contact hours
A certificate with CE credits is included at no additional cost
*All course requirements must be completed in order to receive a certificate of completion.
No partial credits will be provided. CEs are issued per session.
Continuing Education Credits Included!
Hover over each box to view CEU information.
Envision Counselling & Consulting, Inc. is approved by the American Psychological Association to sponsor continuing education for psychologists. Envision Counselling & Consulting, Inc. maintains responsibility for this program and its content.
*The 6 hrs. of group consultations included within this program do not qualify for CE credits.
APA
American Psychological
Association
(APA)
Association of Social Work Board (ASWB) Approved Continuing Education (ACE) program.
Envision Counselling and Consulting, Inc., #1895, 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 as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Envision Counselling and Consulting, Inc., maintains responsibility for this course. ACE provider approval period: 01/19/2025 – 01/19/2028. Social workers completing this course receive 36 clinical continuing education credits.
ASWB
Association of
Social Work Board
(ASWB)
Envision Counselling and Consulting has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7241. Programs that do not qualify for NBCC credits are clearly identified. Envision Counselling and Consulting is solely responsible for all aspects of the programs.
*The 6 hrs. of group consultations included within this program do not qualify for CE credits.
NBCC
National Board for
Certified Counselors
(NBCC)
Envision Counselling & Consulting, Inc. is approved by the Canadian Psychological Association to offer continuing education for psychologists. Envision Counselling & Consulting, Inc. maintains responsibility for the program.
*The 6 hrs. of group consultations included within this program do not qualify for CE credits.
CPA
Canadian Psychological
Association
(CPA)
Envision is an approved credit provider by the EMDR International Association. Envision credit provider number is: #18032
*The 6 hrs. of group consultations included within this program do not qualify for CE credits.
EMDRIA
EMDR International
Association (EMDRIA)
Envision Counselling & Consulting, Inc.
is an EC Provider #18032
This program is approved for 36 CEC.
*The 6 hrs. of group consultations included within this program do not qualify for CE credits.
CCPA
Canadian Counselling and
Psychotherapy Association
(CCPA)
*The CPA’s approval of an individual, group, or organization as a CE Sponsor or Provider is restricted to the activities described in the approved application or annual report form. The CPA’s approval does not extend to any other CE activity the Sponsor or Provider might offer. In granting its approval, the CPA assumes no legal or financial obligations to Sponsors, Providers, or to those individuals who might participate in a Sponsor or Provider’s CE activities or programs. Further, responsibility for the content, provision, and delivery of any CE activity approved by the CPA remains that of the CE Sponsor or Provider. The CPA disclaims all legal liability associated with the content, provision, and delivery of the approved CE activity.
*Grievances are only accepted in writing and will be handled within ten business days. Please email your grievance to emdr-training@envisionservices.ca
For more information, click HERE
If you require specific accommodation, please make your request in writing 30 days before the 1st session. Email your request to emdr-training@envisionservices.ca. Envision cannot ensure accommodations without adequate prior notification.
*Conflict of interest for this program: There is no known conflict of interest for this program. Envision has not received any financial support for this program or its contents and will not receive any financial support before or during this program. Envision will disclose any potential conflicts at the beginning of the training.
