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Relationally Expanding The Window

CE Hours 1

About this course

Healthcare providers and treatment centers are increasingly encountering clients with eating disorders who present with heightened medical and psychiatric acuity. These individuals often experience a significantly narrowed window of tolerance, resulting in rigid avoidance strategies, emotional dysregulation, and interpersonal disconnection that can impede progress in treatment. Treatment approaches that emphasize expanding the window of tolerance assist clients in building emotional tolerance and resilience, thus reducing their reliance on symptoms. However, traditional protocols, while evidence-based, may not fully account for the nuanced needs of this growing population, particularly when complex trauma histories are present. This interactive workshop offers an integrative clinical framework grounded in Trauma-Informed Care, Harm Reduction, Relational-Cultural Theory (RCT), and the Unified Protocol for Emotional Disorders (UP). It will explore how to adapt core transdiagnostic principles-including emotional awareness, distress tolerance, and cognitive flexibility-to better serve clients whose avoidance and dysregulation are rooted in relational wounds and psychological distress. Emphasis will be placed on the clinician's role in creating 'safe enough' therapeutic spaces that fosters mutual empathy, cultural humility, and connection. Participants will learn how to balance fidelity to evidence-based models with the responsiveness needed to attend to emotion dysregulation, shame, and disconnection-core drivers of emotional avoidance and eating disorder behaviors. Strategies such as harm reduction, emotion coaching, and co-regulation will highlight their practical application with vulnerable clients. The workshop will include case examples, experiential exercises, and group discussion that illustrate practical and flexible applications of these integrated models across disciplines and treatment spaces. Attendees will leave with concrete tools to enhance emotional regulation, reduce avoidance, and cultivate authentic, reparative relationships with clients-especially those navigating chronic dysregulation.

Learning Objectives

  • List the 3 behaviors that indicate chronic emotion dysregulation in clients with eating disorders and mental health concerns.
  • Utilize 2 evidence-based strategies to foster safety and trust with psychiatrically complex eating disorder clients.
  • Implement 3 evidence-based strategies that increase emotional awareness with psychiatrically complex eating disorder clients.

Learning Levels

  • Advanced

Course Instructor(s)

  • Laura McLain, PsyD, BC-TMH

    Laura McLain, PsyD, BC-TMH, is the Training Director for The Renfrew Center, co-host for the Renfrew Center’s podcast, All Bodies, All Foods, and is a member of the Conference Committee. Dr. McLain has a decade of experience treating eating disorders with special interest in clients in midlife, emerging adults, ARFID, and trauma. In addition to her roles at Renfrew, she works in private practice providing clinical supervision and serving individuals suffering with eating disorders, substance use, and trauma. Dr. McLain is an active member of APA, iaedp, is a member of PSYPACT, and is a Board Certified Telemental Heath Provider.

References

  • Cassiello-Robbins, C., Southward, M. W., Tirpak, J. W., & Sauer-Zavala, S. (2020). A systematic review of Unified Protocol applications with adult populations: Facilitating widespread dissemination via adaptability. Clinical Psychology Review, 78, 101852. https://doi.org/10.1016/j.cpr.2020.101852
  • Fruhbauerova, M., Stumpp, N., & Sauer-Zavala, S. (2024). The utility of the Unified Protocol in treating borderline features. Journal of Psychopathology and Behavioral Assessment, 46(1), 137-146. https://doi.org/10.1007/s10862-023-10106-z
  • Strid, C., Lindfors, P., Andersson, C., & Berman, A. H. (2025). Eating disorders and psychiatric comorbidity among first-year university students in Sweden: Prevalence and risk factors. Journal of Eating Disorders, 13(1), 52. https://doi.org/10.1186/s40337-025-01230-0
  • Lenz, A. S. (2016). Relational‐cultural theory: Fostering the growth of a paradigm through empirical research. Journal of Counseling & Development, 94(4), 415-428. https://doi.org/10.1002/jcad.12100
  • Gilmartin, T., Spiel, E., Watson, J., & Roberton, M. (2025). Beyond traditional models: a content analysis exploring the applicability of harm reduction in eating disorder care. Journal of Eating Disorders, 13(1), 251. https://doi.org/10.1186/s40337-025-01426-4

CE Process Info

Content

  • Recording
    2 parts
    • Relationally Expanding The Window
    • Relationally Expanding The Window
  • Joint Accreditation

    Joint Accreditation (JA)

    In support of improving patient care, CE Learning Systems 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.

  • Interprofessional Continuing Education (IPCE)

    This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.

  • New York Education Department's State Board for Social Work (NYEDSW)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed mental health counselors. #0060.

  • National Board of Certified Counselors (NBCC)

    iaedp™ is approved by the National Board of Certified Counselors (NBCC), provider number 5912.

  • New York Education Department Board of Creative Arts Therapy (NYSEDCAT)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board of Creative Arts Therapy as an approved provider of continuing education for licensed mental health counselors. #CAT-0008

  • New York Education Department for Licensed Mental Health Counselors (NYSEDLMHC)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0072.

  • New York Education Department Board for Licensed Psychoanalysts (NYSEDLP)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Psychoanalysts as an approved provider of continuing education for licensed mental health counselors. #P-0031.

  • New York State Education Department's State Board for Psychology (NYEDPSY)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed mental health counselors. #PSY-0016.

  • New York Education Department's State Board for Marriage and Family Therapy (NYEDMFT)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Marriage and Family Therapy as an approved provider of continuing education for licensed mental health counselors. #MFT-0045.

  • Commission on Dietetic Registration

    Commission on Dietetic Registration (CDR)

    Completion of this RD/DTR profession-specific or IPCE activity awards CPEUs (1 IPCE credits = 1 CPEU). If the activity is dietetics related but not targeted to RDs or DTRs, CPEUs may be claimed which are commensurate with participation in contact hours (1 hour/60 minutes = 1 CPEU). RDs and DTRs are to select activity type 102 in their Activity Logs. Performance Indicator selection is at the learner’s discretion.

  • Physicians (ACCME) Credit Designation Statement (ACCME)

    CE Learning Systems designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

  • Nurses (ANCC) Credit Designation Statement (ANCC)

    Successful completion of this program qualifies for up to 1 contact hours for nurses.

  • American Psychological Association

    American Psychological Association (APA)

    Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP office maintains responsibility for the content of the programs.

  • Association of Social Work Boards (ASWB)

    As a Jointly Accredited Organization, CE Learning Systems 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 up to 1 clinical continuing education credits.

FAQs

Relationally Expanding The Window
You Have Completed This course
$25
You are enrolled
  • CE Hours
    1
  • Type
    Self-Paced
  • Publication Date
    Feb 15th, 2026
  • Expires on
    December 31st, 2026

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