About this course

Learning Objectives

• describe and classify characteristics of hypo arousal, hyper arousal, and the window of tolerance.
• define the concept of a “resource” and its role in trauma-informed care.
• practice and apply at least five resourcing and state-shifting exercises to support nervous system regulation.
• identify special considerations when working with trauma survivors, including pacing, safety, and readiness for regulation-based interventions.

Learning Levels

• Beginner and Intermediate, all levels are welcome

Target Audience

Course Instructor(s)

• 

  Cara Wilkerson, MS, LMFT

  Brainspotting Consultant, EMDRIA Consultant, and Certified in Eagala Therapy

  Cara Wilkerson is a Licensed Marriage and Family Therapist in California, Florida, and Texas with over 18 years of experience providing therapy. She graduated Suma Cum Laude, from California State University San Marcos, with a Bachelor degree in Psychology and a minor in Criminology. She completed her Master’s degree in Counseling Psychology from California Baptist University, specializing in Marriage and Family Therapy. She specializes in treating complex PTSD, trauma, dissociation, and anxiety.

  Cara is a trauma expert, a Consultant for both Brainspotting and EMDRIA, an EMDRIA specialty trainer, as well as certified in Brainspotting, EMDR, and the Eagala model of equine-assisted psychotherapy. She developed EquiAttune which integrates the Neuroexperiential Model of Brainspotting and the Dual Attunement Frame into equine-assisted psychotherapy and learning sessions.

  Cara has owned and run her own private practice for the last 10 years, and has previous experience working in group practice settings, school settings, non-profits, and working with the drug court of San Bernardino. In addition, Cara is a Clinical Supervisor to associates working toward their licensure.

Disclosure

References

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• Inci Izmir, S. B., & Çitil Akyol, C. (2024). EMDR Flash Technique in adolescents with depression: A twelve-week follow-up study. Clinical child psychology and psychiatry, 29(3), 949–965. https://doi.org/10.1177/13591045241247701
• Hase, M., & Brisch, K. H. (2022). The Therapeutic Relationship in EMDR Therapy. Frontiers in Psychology, 13
• Levine, P., Frederick, A. (1997). Waking the Tiger; Healing Trauma. Berkley: North Atlantic Books.
• Ogden, P., Minton, K., Pain, C. (2006). Trauma and the Body A Sensorimotor Approach to Psychotherapy. Norton.
• Nixon, M. A. (2024). Exploring women's experiences of healing from sexual trauma through engagement in mind–body practices: A systematic review. Counselling & Psychotherapy Research, 24(3), 884–896. https://doi.org/10.1002/capr.12747
• Prasath, P., Xiong, Y., & Zhang, Q. (2024). Innovations in practice: A practical guide to planning, implementing, and evaluating the mindfulness-based well-being group for international students. Journal of Humanistic Counseling, 63(2), 214–227.
• Ramallo-Machín, A., Gómez-Salas, F. J., Burgos-Julián, F., Santed-Germán, M. A., & Gonzalez-Vazquez, A. I. (2024). Factors influencing quality of processing in EMDR therapy. Frontiers in psychology, 15, 1432886. https://doi.org/10.3389/fpsyg.2024.1432886
• Rothbaum, B. O., & Watkins, L. E. (2025). An Update on Psychotherapy for the Treatment of PTSD. The American journal of psychiatry, 182(5), 424–437. https://doi.org/10.1176/appi.ajp.20250110
• Shapiro, F. (2018). Eye Movement Desensitization and Reprocessing (EMDR) Therapy, New York, New York; The Gilford Press.