The Adult Attachment Repair Model (AARM) is an innovative psychotherapy based on the evolving research in the fields of attachment, neurobiology and trauma. It is an experimental model that has evolved over fifteen years of practice. Our class trains clinicians on how to implement the AARM with their clients and measure success with evidenced-based outcomes.

AARM training covers instruction and practicums with follow-up webinars for clinical demonstrations and case discussions to deepen the therapist’s understanding for each training module.

The AARM addresses developmental, or attachment trauma commonly referred to as complex trauma in the mental health field at large. The main assumption is that when the structure of ego states is dysfunctional by way of separation and ego isolation, a large number of presenting problems can be traced back to compromised neural architecture held by these flawed ego states, which are relied upon as the blue print for self-concept.

Cutting-edge principles and practice methods borrow from well-established intervention theories and methods with new ways of conceptualizing mind-body interventions.  

The AARM includes a comprehensive healing process, especially for clients with intractable problems that have been resistant to change. Developmental disappointments, held as trauma, cause the permanent fragmentation of ego states, even in the so called worried well who belie the anguish within.

Related topics include the use of the senses including visual imagery, ego state theory and the need for neurological integration as the most complete solution to treatment resistant emotional trauma.

A wide array of clinical phenomenon from depression, compulsions, anxiety, avoidance, poor partner selection, constriction in thought and body, poorly grounded in the present, thought distortion and paranoia, helplessness and an ever expanding list of presenting problems can be traced back to the traumas from developmental disappointments as an unidentified, but viable category of emotional trauma.

Benefits of AARM training in San Diego

  • Be on the cutting edge and be a contributor to the evolution of the AARM with this training initiative.
  • Learn the importance of Porges’ Poly Vagal Theory
  • Realize reciprocal healing as the sensory experience that resonates within the dyad subtly affects the therapist.
  • Assist clients to experience the depths of change at an existential level involving changes to body and mind.
  • Learn the difference between a right-hemisphere to right-hemisphere approach versus a left-hemisphere to left-hemisphere approach to conducting psychotherapy. 
  • Harness all that you already know about psychotherapy, but repackaged into a new intervention paradigm.
  • Feel more effective in your practice as the client masters areas of their life that they did not even talk about in therapy. 
  • Explore focused meditation as an integral part of the strategy for change.

Curriculum Overview

The training includes our effort to exhibit how we gleaned the most current findings from the neuroscience, specifically the neuroscience of interaction and applied it to the clinical setting. The curriculum addresses key components of neural modulation including attachment theory, the poly vagal theory and the physiological processing of experience as information to be stored in the brain as resolved experience or as unresolved trauma.

The AARM is designed for adults to retrofit compromised neuronal templates that dictate how one thinks they are viewed by others and how she views others through a perceptual lens of secure or insecure attachment. This is accomplished through a concentrated and sustained sensory focus versus an intellectual one. The changing of attachment lenses require an interactive processing favoring right hemisphere to right hemisphere interactions that have yet to be represented in a comprehensive psychotherapeutic model that others can follow. 

Mr. Cummings is an innovator within an emerging mental health treatment field referred to as neural modulation. The brain researchers are promoting a significant reordering of the traditional cognitive approach. A manuscript has been produced that covers the process in detail. There is also a training manual that the training. 

Ultimately, the AARM may qualify as one of the first treatment designs to enlist client-therapist right hemisphere storytelling versus left hemisphere history taking as a prelude to cognitive interaction.  Allan Schore, Ph.D., who is a professor at UCLA and edits over forty professional manuals, frequently states in his presentations that a right hemisphere to right hemisphere approach to client-therapist interaction has not yet been developed, especially one that includes humor.


Sample Course Outline (24 Hours/4 Days)

Day 1

AARM Modules 1 - 3

9:00 to 10:30:   Module 1: Introduction, History


  • Welcoming Comments
  • Training Environment
  • Development of the AARM Model

Module 1Learning Objectives: 

  • Summarize how the AARM developed
  • Introduce the contributing psychological theories to the AARM 

10:30 to 10:45  BREAK 

10:45 to 12:15:    Module 2:  Connection Demonstration


  • AARM Definition
  • AARM Process Demonstration
  • Transitional Attachment Object
  • Dual Attention
  • Urge to Hold on
  • Questions and Observations

Module 2Learning Objectives: 

  • Explain the AARM Definition to define scope of the AARM process.
  • Explain the concept of dual attention as it applies to trauma work and AARM.
  • Demonstrate how process takes shape to anchor concepts to behavior.

12:15 to 1:30    LUNCH

1:30-2:00Practicum – Practice technique in dyads,  

2 (15) minute sessions, trading role between Practitioner and Client

2:00 – 3:30   Module 3: Traits, Self-test, Sensory Exercises  


  • General Traits of an Effective Psychotherapist
  • Self-test Measures to Identify interactive Style
  • Orient Participants to the General Tasks with Sensory Processing
  • Questions and Observations

Module 3   Learning Objectives: 

  • Explain importance of physiological resonation between therapist and client to foster emotional healing.
  • Compare the differences between overt and subtle interventions.
  • Introduce subtle interventions to promote the optimal healing state.
  • Demonstrate the tone, timbre, and general interactive rhythms necessary for maximum therapist effectiveness.

3:30 to 3:45 BREAK

3:45 - 4:45Practicum – Practice technique in dyads,  2 (30) minute practice sessions, trading role between Practitioner and Client

4:45 to 5:00 Questions and Observations

Day 2

AARM Modules 4 - 6

9:00 to 10:30   Module 4:  Neuro-modulation Guidelines


  • Descriptions of the Neural Modulation Environment:
  • Role of the Central and Peripheral Nervous System
  • Attachment Theory    
  • Polyvagal Theory
  • Bottom-up Theory
  • Apply somatic interventions to actively guide and support an innate healing process. 

Module 4   Learning Objectives: 

  • Explain the importance of the autonomic nervous system within the context of mental health.
  • Discuss how Attachment Theory describes preconditions for healthy (optimal) or unhealthy (compromised) development.
  • Summarize the role of vagus nerve functioning relative to organism safety and emotional regulation.
  • Demonstrate the application of the Bottom Up versus the Top Down Approach to healing trauma.

10:30 to 10:45  BREAK

10:45 to 12:15     Module 5:  Ego State Accretion


  • The Historical Significance of Ego States 
  • Ego States, the Vehicles for Emotional Response
  • The Neurological Significance of Ego States for Psychotherapy

Module 5Learning Objectives:

  • Recognize the explanatory role and types of ego theories
  • Summarize intrinsic role of ego states in emotional modulation.
  • Identify distinctions between ego state integration versus fragmentation.

12:15 to 1:30 LUNCH

1:30 to 2:00   Practicum – Practice technique in dyads,  2 (15) minute practice sessions, trading role between Practitioner and Client

2:00 to 3:30   Module 6:  Protector Ego State Management


  • The Protector Ego State’s Unique Role in Emotional Regulation
  • The Protector Ego State’s Origins and Camouflage
  • Taming Inherent Fear-Driven Reactions of the Protector Ego State
  • Practicum

Module 6   Learning Objectives:

  • Recognize the role of the protector ego state as an emotional gatekeeper.
  • Demonstrate the importance for verbal recognition and reframe of current role for the protector ego state against past role.

3:30 to 3:45   BREAK

3:45 to 4:45   Practicum – Practice technique in dyads,  2 (30) minute practice sessions, trading role between Practitioner and Client

4:45 to 5:00 Questions and Observations

Day 3

AARM Modules 7 - 9

9:00 to 10:30   Module 7:  Primary Neural Integration


  • Uniting the Adult and Child Ego States as a Primary Goal
  • The Internalization of Positive or Negative Roles in the Parent-Child Relationship
  • Practicum
  • Questions and Observations

Module 7   Learning Objectives

  • Discuss the importance of inner adult-child connections as a condition of emotional and physical health.
  • Explain how at times of emotional stress, the traumatized child state becomes the dominate inside interactive player with the outside world.

10:30 to 10:45  BREAK

10:45 to 12:15   Module 8   Sensory Extension Protocol (SEP) 1


  • Transitioning the Client
  • Stabilizing the Healing Process
  • Sensory Extension Protocol (SEP)
  • SEP 1 Demonstration
  • SEP 1 Practicum 

Module 8   Learning Objectives:

  • Incorporate into practice combining three primary theories: Attachment,  Polyvagal and Top down-Bottom up theories.
  • Learn how to introduce an internal focus and stabilize the sensory process.

12:15 to 1:30 LUNCH

1:30 to 2:00   Practicum – Practice technique in dyads,  2 (15) minute practice sessions, trading role between Practitioner and Client

2:00 to 3:30Module 9:   Sensory Extension Protocol (SEP) 2


  • How to Integrate Somatic Sensation to Form a New Life Script
  • The Significance of Sensory Track Transitions
  • The Valence of Sensation-Is it Positive or Negative?
  • Reinstitution of SEP 1 when SEP 2 Derails from Innate Healing Process
  • Practicum

Module 9   Learning Objectives: 

  • Compare and contrast the physiological properties of neural integration versus fragmentation.
  • Analyze the differences in guidance between SEP 1 and SEP 2.
  • Identify when to reinstitute SEP 1

3:30 to 3:45   BREAK

3:45 to 4:45   Practicum – Practice technique in dyads,  2 (30) minute practice sessions, trading role between Practitioner and Client

4:45-5:00 Questions and Observations

Day 4

AARM Modules 10 – 12

9:00 to 10:30Module 10:   Sensory Track Shifting


  • Polyvagal Theory and the Importance of Well being
  • Shifting Sensory Tracks, What and Where to be Watchful
  • Sensory Valence, Oscillations and Bonding 
  • Demonstration
  • Practicum

Module 10   Learning Objectives:

  • Explain how guiding a process of bonding begins with naturally occurring physical activations.
  • Demonstrate how to implement a skill set associated with SEP 2.

10:30 to 10:45 BREAK

10:45 to 12:15Module 11: Joining Together the AARM Processes


  • Achieve Physical Stabilization to Enable a Natural Healing


  • Joining Physical Stabilization Efforts with the Somatic Guiding


  • When to Return to SEP 1 (continued)
  • Practicum

Module 11Learning Objectives:

  • Summarize the natural occurring process of shifting sensory tracks
  • Discuss how trauma interferes with the natural shifting of sensory tracks

12:15 to 1:30    LUNCH

1:30 to 2:00   Practicum – Practice technique in dyads,  2 (15) minute practice sessions, trading role between Practitioner and Client

2:00 to 3:30   Module 12:   Introducing the AARM to Clients


  • Caveats to the Healing Process
  • Addressing Ways to Implement the AARM into Existing Practice
  • Highlight ways to augment learning experience and review of bibliography

Module 12  Learning Objectives:

  • Identify opportunities for applying AARM techniques in existing practice.

3:30 to 3:45   BREAK

3:45 to 4:45 Practicum – Practice technique in dyads,  2 (30) minute practice sessions, trading role between Practitioner and Client

4:40 to 5:00

Questions, Observations and Further AARM Training Opportunities