Please enable JavaScript in your browser to complete this form.Please enable JavaScript in your browser to complete this form.5th & 6th June 2026 – DBR Developmental Training: Early-life Shock, Pre-attachment Wounding and the Painful Presence of Absence Online training with Dr Jessica Christie Sands We would be most grateful if you could take a few moments to complete this brief feedback form. Your reflections and feedback are important to us. KEY LEARNING OBJECTIVES To understand the developing neural architecture underpinning the formation of the innate connection system To understand the co-embodied origins of connection and neurobiological implications for understanding early life shock and pre-attachment wounding To understand how the early loss of bio-rhythmic synchrony underpins disrupted patterns of connection and developing capacities for attachment To understand the impact of early life separation shock on the strategic organisation of attachment To understand how the painful presence of absence is a core feature of developmental trauma Email *To what extent did the training support the stated learning objectives? * Not at allSlightlyModeratelyVeryCompletely Not at allBlack Grey Pattern Shoes Not at allSlightlyBlack Grey Pattern Shoes SlightlyModeratelyBlack Grey Pattern Shoes ModeratelyVeryBlack Grey Pattern Shoes VeryCompletelyBlack Grey Pattern Shoes Completely To what extent did the training support the stated learning objectives? * Not at allSlightlyModeratelyVeryCompletely 1. Developmental perspectives within DBRNot at all1. Developmental perspectives within DBR Not at allSlightly1. Developmental perspectives within DBR SlightlyModerately1. Developmental perspectives within DBR ModeratelyVery1. Developmental perspectives within DBR VeryCompletely1. Developmental perspectives within DBR Completely2. Brainstem-based understanding of early life shockNot at all2. Brainstem-based understanding of early life shock Not at allSlightly2. Brainstem-based understanding of early life shock SlightlyModerately2. Brainstem-based understanding of early life shock ModeratelyVery2. Brainstem-based understanding of early life shock VeryCompletely2. Brainstem-based understanding of early life shock Completely3. Clinical relevance of developmental ideas / concepts to early life shock, pre-attachment wounding and painful presence of absenceNot at all3. Clinical relevance of developmental ideas / concepts to early life shock, pre-attachment wounding and painful presence of absence Not at allSlightly3. Clinical relevance of developmental ideas / concepts to early life shock, pre-attachment wounding and painful presence of absence SlightlyModerately3. Clinical relevance of developmental ideas / concepts to early life shock, pre-attachment wounding and painful presence of absence ModeratelyVery3. Clinical relevance of developmental ideas / concepts to early life shock, pre-attachment wounding and painful presence of absence VeryCompletely3. Clinical relevance of developmental ideas / concepts to early life shock, pre-attachment wounding and painful presence of absence Completely4. Experiential understanding of the material through practicumsNot at all4. Experiential understanding of the material through practicums Not at allSlightly4. Experiential understanding of the material through practicums SlightlyModerately4. Experiential understanding of the material through practicums ModeratelyVery4. Experiential understanding of the material through practicums VeryCompletely4. Experiential understanding of the material through practicums Completely5. Group discussion / reflections / questionsNot at all5. Group discussion / reflections / questions Not at allSlightly5. Group discussion / reflections / questions SlightlyModerately5. Group discussion / reflections / questions ModeratelyVery5. Group discussion / reflections / questions VeryCompletely5. Group discussion / reflections / questions Completely Please tick as applicable: *The depth of material was well matched to the training time availableThe material felt too dense for the time availableI would have welcomed more time exploring the materialThe presentation of the developmental material felt: * Not at allSlightlyModeratelyVeryCompletely EngagingNot at allEngaging Not at allSlightlyEngaging SlightlyModeratelyEngaging ModeratelyVeryEngaging VeryCompletelyEngaging CompletelyAccessibleNot at allAccessible Not at allSlightlyAccessible SlightlyModeratelyAccessible ModeratelyVeryAccessible VeryCompletelyAccessible CompletelyThought-provokingNot at allThought-provoking Not at allSlightlyThought-provoking SlightlyModeratelyThought-provoking ModeratelyVeryThought-provoking VeryCompletelyThought-provoking CompletelyClinically meaningfulNot at allClinically meaningful Not at allSlightlyClinically meaningful SlightlyModeratelyClinically meaningful ModeratelyVeryClinically meaningful VeryCompletelyClinically meaningful Completely The demonstrations and experiential exercises helped support my understanding of: * Not at allSlightlyModeratelyVeryCompletely Orienting and shock processesNot at allOrienting and shock processes Not at allSlightlyOrienting and shock processes SlightlyModeratelyOrienting and shock processes ModeratelyVeryOrienting and shock processes VeryCompletelyOrienting and shock processes CompletelyEarly life shock and separation shockNot at allEarly life shock and separation shock Not at allSlightlyEarly life shock and separation shock SlightlyModeratelyEarly life shock and separation shock ModeratelyVeryEarly life shock and separation shock VeryCompletelyEarly life shock and separation shock CompletelyEarly developmental organisationNot at allEarly developmental organisation Not at allSlightlyEarly developmental organisation SlightlyModeratelyEarly developmental organisation ModeratelyVeryEarly developmental organisation VeryCompletelyEarly developmental organisation CompletelyClinical application of DBR for working with early life states and pre-verbal traumaNot at allClinical application of DBR for working with early life states and pre-verbal trauma Not at allSlightlyClinical application of DBR for working with early life states and pre-verbal trauma SlightlyModeratelyClinical application of DBR for working with early life states and pre-verbal trauma ModeratelyVeryClinical application of DBR for working with early life states and pre-verbal trauma VeryCompletelyClinical application of DBR for working with early life states and pre-verbal trauma Completely The practicum sessions felt: * Not at allSlightlyModeratelyVeryCompletely SupportiveNot at allSupportive Not at allSlightlySupportive SlightlyModeratelySupportive ModeratelyVerySupportive VeryCompletelySupportive CompletelyContainingNot at allContaining Not at allSlightlyContaining SlightlyModeratelyContaining ModeratelyVeryContaining VeryCompletelyContaining CompletelyHelpful for integrating the materialNot at allHelpful for integrating the material Not at allSlightlyHelpful for integrating the material SlightlyModeratelyHelpful for integrating the material ModeratelyVeryHelpful for integrating the material VeryCompletelyHelpful for integrating the material CompletelyAppropriate to the level of trainingNot at allAppropriate to the level of training Not at allSlightlyAppropriate to the level of training SlightlyModeratelyAppropriate to the level of training ModeratelyVeryAppropriate to the level of training VeryCompletelyAppropriate to the level of training Completely The level of support from assistants during practicums was: *Too muchJust rightToo littleAny additional comments on assistant support in breakout rooms:The visuals, diagrams and training materials were: * Not at allSlightlyModeratelyVeryCompletely Clear and understandableNot at allClear and understandable Not at allSlightlyClear and understandable SlightlyModeratelyClear and understandable ModeratelyVeryClear and understandable VeryCompletelyClear and understandable CompletelyHelpful in supporting learningNot at allHelpful in supporting learning Not at allSlightlyHelpful in supporting learning SlightlyModeratelyHelpful in supporting learning ModeratelyVeryHelpful in supporting learning VeryCompletelyHelpful in supporting learning CompletelyRelevant to the developmental materialNot at allRelevant to the developmental material Not at allSlightlyRelevant to the developmental material SlightlyModeratelyRelevant to the developmental material ModeratelyVeryRelevant to the developmental material VeryCompletelyRelevant to the developmental material Completely Overall, the training expanded or deepened my understanding of: * Not at allSlightlyModeratelyVeryCompletely Early-life brainstem organisationNot at allEarly-life brainstem organisation Not at allSlightlyEarly-life brainstem organisation SlightlyModeratelyEarly-life brainstem organisation ModeratelyVeryEarly-life brainstem organisation VeryCompletelyEarly-life brainstem organisation CompletelyThe developmental trajectory of early-life orienting patterns, core pain and core affective/defensive organisationNot at allThe developmental trajectory of early-life orienting patterns, core pain and core affective/defensive organisation Not at allSlightlyThe developmental trajectory of early-life orienting patterns, core pain and core affective/defensive organisation SlightlyModeratelyThe developmental trajectory of early-life orienting patterns, core pain and core affective/defensive organisation ModeratelyVeryThe developmental trajectory of early-life orienting patterns, core pain and core affective/defensive organisation VeryCompletelyThe developmental trajectory of early-life orienting patterns, core pain and core affective/defensive organisation CompletelyThe key role of co-embodiment and co-homeostasis to understanding early-life scaffolding of connection and and attachmentNot at allThe key role of co-embodiment and co-homeostasis to understanding early-life scaffolding of connection and and attachment Not at allSlightlyThe key role of co-embodiment and co-homeostasis to understanding early-life scaffolding of connection and and attachment SlightlyModeratelyThe key role of co-embodiment and co-homeostasis to understanding early-life scaffolding of connection and and attachment ModeratelyVeryThe key role of co-embodiment and co-homeostasis to understanding early-life scaffolding of connection and and attachment VeryCompletelyThe key role of co-embodiment and co-homeostasis to understanding early-life scaffolding of connection and and attachment Completely Overall, how would you describe the quality of the training? * PoorFairGoodVery GoodExcellent PoorBlack Grey Pattern Shoes PoorFairBlack Grey Pattern Shoes FairGoodBlack Grey Pattern Shoes GoodVery GoodBlack Grey Pattern Shoes Very GoodExcellentBlack Grey Pattern Shoes Excellent Would you recommend this training to another clinician: *YesNoUnsureWhich aspects of the training most influenced or expanded your clinical thinking?Are there any areas you would like explored further in future developmental trainings? what felt: Thank you for your feedback and we hope to see you again soon. 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