Generic Feedback Form

Thank you for taking time to complete this evaluation form.

Besides finding them valuable for how to design EMDR Focus workshops, feedback reports are needed to qualify for official EMDR UK CPD points in the future.

Alongside the usual content-focused questions, the form now has to include questions on diversity and inclusion. Please do your best to capture how your experience reflected this too.

Thanks for taking the time to do this. It’s greatly appreciated.

Mark Brayne

Aim 1: Equip participants with a clear, attachment-informed way of thinking about EMDR

Objectives

• Describe an attachment-informed formulation.
• Identify likely developmental “wounds” behind present triggers.
• Explain why target selection flows from formulation rather than protocol habit.

Aim 2: Teach a disciplined, repeatable method for finding and activating the right target

Objectives

• Identify the seven kinds of ai-EMDR target: Level 1, the presenting past (Future Fear, Present Trigger, Pervasive Feeling), and three kinds of actual past (Stepping Stone, Portal, Root Formative Experience).
• Elicit Image–Emotion–Body–Belief in a clean sequence.
• Use bridging to locate the earliest relevant memory without over-talking or over-intellectualising.

Aim 3: Build confidence in safe preparation, containment, and relational resourcing

Objectives

• Set up a clear therapeutic container with a full set of imaginal resources.
• Make sound decisions about readiness, pacing, and when/how to process.

Aim 4: Develop skill in processing with creativity and precision, including appropriate interweaves

Objectives

• Select focused interweaves that fit the emerging attachment story.
• Maintain momentum while staying anchored in the client’s emotional and somatic experience.

Aim 5: Strengthen session structure, integration, and real-world transfer

Objectives

• Run a clean beginning–middle–end structure to every session.
• Complete installation, body scan, and closure appropriately.
• Return “over the bridge” to re-evaluate the present trigger to confirm change and plan next steps.

• Understand the Role of Interweaves in EMDR Phase Four: with foundational understanding of interweaves as therapeutic tools within EMDR, particularly in the desensitisation/reprocessing phase, to ensure effective trauma resolution.
• Develop Skills in Attuned and Relational Interweaving: techniques to use relational interweaves intuitively, allowing for appropriate non-verbal and verbal responses that enhance client safety and therapeutic connection.
• Differentiate Between Various Types of Interweaves: identify and apply different types of interweaves (e.g., curiosity/inquiry, video, sorting, and containing interweaves) according to client needs and the nature of their stuck points during reprocessing.
• Explore the Impact of Attachment and Early Experiences: recognize how attachment history and formative experiences affect current trauma responses, and how to use interweaves to address these underlying dynamics.
• Practice Safe and Effective Use of Rescue and Repair Interweaves: especially toward the end of sessions, to ensure the client’s younger ego states are not left in distressing or unresolved scenarios.
• Empower Therapists to Manage Challenging Scenarios: confidently use imaginative and assertive interweaves (e.g., the “WTF interweave”) proactively to alter and empower the client’s narrative in a safe therapeutic setting.

EDI Aims and Objectives. What you should be able to do after attending this event.

• Promote Cultural Competency in Attachment Work
  Aim to increase participants’ understanding of how cultural backgrounds and individual differences influence attachment styles and trauma responses, enhancing culturally sensitive EMDR practices.
• Foster an Inclusive Learning Environment
  Ensure the training atmosphere is respectful, welcoming, and inclusive of participants from diverse backgrounds, including different races, genders, sexual orientations, abilities, and socioeconomic statuses.
• Highlight the Impact of Intersectionality on Trauma
  Educate participants on how intersecting identities (e.g., race, gender, disability, and sexuality) may affect clients’ experiences of trauma and attachment, helping therapists recognize and address these factors in treatment.
• Encourage Self-Reflection on Bias and Assumptions
  Provide opportunities for participants to explore their own biases and assumptions regarding attachment and trauma, promoting self-awareness to improve therapeutic effectiveness and equity in client care.
• Develop Skills for Working with Marginalized and Underserved Populations
  Equip participants with practical strategies to support clients from marginalized communities who may have unique attachment and trauma experiences due to historical, systemic, or social inequalities.
• Commit to Ongoing Learning and Advocacy
  Encourage participants to view EEDI principles as ongoing commitments, advocating for equity and inclusion both in their therapeutic practices and within the broader field of mental health.