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300-415 course outline - Implementing Cisco SD-WAN Solutions (ENSDWI) Updated: 2023

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Exam Code: 300-415 Implementing Cisco SD-WAN Solutions (ENSDWI) course outline June 2023 by Killexams.com team

300-415 Implementing Cisco SD-WAN Solutions (ENSDWI)

300-415 ENSDWI
Certifications: CCNP Enterprise, Cisco Certified Specialist - Enterprise SD-WAN Implementation
Duration: 90 minutes

The Implementing Cisco SD-WAN Solutions v1.0 (ENSDWI 300-415) test is a 90-minute test associated with the CCNP Enterprise and Cisco Certified Specialist - Enterprise SD-WAN Implementation certifications. This test certifies a candidate's knowledge of Ciscos SD-WAN solution including SD-WAN architecture, controller deployment, edge router deployment, policies, security, quality or service, multicast and management and operations. The course, Implementing Cisco SD-WAN Solutions, helps candidates to prepare for this exam.

This test tests your knowledge of Ciscos SD-WAN solution, including:
SD-WAN architecture
Controller deployment
Edge router deployment
Quality of service
Management and operations

20% 1.0 Architecture
1.1 Describe Cisco SD-WAN Architecture and Components
1.1.a Orchestration plane (vBond, NAT)
1.1.b Management plane (vManage)
1.1.c Control plane (vSmart, OMP)
1.1.d Data plane (vEdge)
1.1.d (i) TLOC
1.1.d (ii) IPsec
1.1.d (iii) vRoute
1.1.d (iv) BFD
1.2 Describe WAN Edge platform types, capabilities (vEdges, cEdges)
15% 2.0 Controller Deployment
2.1 Describe controller cloud deployment
2.2 Describe Controller on-Prem Deployment
2.2.a Hosting platform (KVM/Hypervisor)
2.2.b Installing controllers
2.2.c Scalability and redundancy
2.3 Configure and verify certificates and whitelisting
2.4 Troubleshoot control-plane connectivity between controllers
20% 3.0 Router Deployment
3.1 Describe WAN Edge deployment
3.1.a On-boarding
3.1.b Orchestration with zero-touch provisioning/plug-and-play
3.1.c Single/multi data center/regional hub deployments
3.2 Configure and verify SD-WAN data plane
3.2.a Circuit termination/TLOC-extension
3.2.b Underlay-overlay connectivity
3.3 Configure and verify OMP
3.4 Configure and verify TLOCs
3.5 Configure and verify CLI and vManage feature configuration templates
3.5.a VRRP
3.5.b OSPF
3.5.c BGP
20% 4.0 Policies
4.1 Configure and verify control policies
4.2 Configure and verify data policies
4.3 Configure and verify end-to-end segmentation
4.3.a VPN segmentation
4.3.b Topologies
4.4 Configure and verify SD-WAN application-aware routing
4.5 Configure and verify direct Internet access
15% 5.0 Security and Quality of Service
5.1 Configure and verify service insertion
5.2 Describe application-aware firewall
5.3 Configure and verify QoS treatment on WAN edge routers
5.3.a Scheduling
5.3.b Queuing
5.3.c Shaping
5.3.d Policing
10% 6.0 Management and Operations
6.1 Describe monitoring and reporting from vManage
6.2 Configure and verify monitoring and reporting
6.3 Describe REST API monitoring
6.4 Describe software upgrade from vManage
Implementing Cisco SD-WAN Solutions (ENSDWI)
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Implementing Cisco SD-WAN Solutions (ENSDWI)
Question: 291
Which two products that perform lifecycle management for virtual instances are supported by WAN Edge cloud routers? (Choose two.)
A. OpenStack
C. VMware vCenter
D. Azure
E. IBM Cloud
Answer: B,D
Question: 292
Which component of the Cisco SD-WAN control plane architecture should be located in a public Internet address space and facilitates NAT-traversal?
A. WAN Edge
B. vSmart
C. vBond
D. vManage
Answer: C
Reference: https://www.cisco.com/c/dam/global/da_dk/assets/pdfs/cisco_virtual_update_cisco_sdwan_viptela.pdf
Question: 293
Which two hardware platforms support Cisco IOS XE SD-WAN images? (Choose two.)
A. ISR4000 series
B. ISR9300 series
C. vEdge-1000 series
D. ASR9000 series
E. ASR1000 series
Answer: AE
Reference: https://www.cisco.com/c/en/us/solutions/collateral/enterprise-networks/sd-wan/white_paperc11-741071.html
Question: 294
An engineer is troubleshooting a certificate issue on vEdge.
Which command is used to verify the validity of the certificates?
A. show control local-properties
B. show control summary
C. show certificate installed
D. show certificate status
Answer: A
Reference: https://www.cisco.com/c/en/us/support/docs/routers/sd-wan/214509-troubleshoot-controlconnections.html
Question: 295
What are the two advantages of deploying cloud-based Cisco SD-WAN controllers? (Choose two.)
A. centralized control and data plane
B. infrastructure as a service
C. management of SLA
D. centralized raid storage of data
E. distributed authentication policies
Answer: AC
Question: 296
Drag and drop the devices from the left onto the correct functions on the right.
Reference: https://www.ciscolive.com/c/dam/r/ciscolive/emea/docs/2019/pdf/LTRCRS-3550.pdf slide 8
Question: 297
Which two platforms for the Cisco SD-WAN architecture are deployable in a hypervisor on-premises or in IAAS Cloud? (Choose two.)
A. CSR 1000v
B. ISR 4431
C. vEdge 100c
D. vEdge 2000
E. vEdge Cloud
Answer: AE
Reference: https://www.cisco.com/c/dam/en/us/solutions/collateral/enterprise-networks/sd-wan/nb-06cisco-sd-wan-ebook-cte-en.pdf
Question: 298
Which Cisco SD-WAN WAN Edge platform supports LTE and Wi-Fi?
A. ISR 1101
B. ASR 1001
C. CSR 1000v
D. vEdge 2000
Answer: A
Question: 299
An engineer is troubleshooting a vEdge router and identifies a ďDCONFAIL C DTLS connection failureĒ message.
What is the problem?
A. memory issue
B. certificate mismatch
C. organization mismatch
D. connectivity issue
Answer: D
Reference: https://community.cisco.com/t5/networking-documents/sd-wan-routers-troubleshoot-controlconnections/ta-p/3813237#toc-hId-340740870
Question: 300
What is a default protocol for control plane connection?
C. IPsec
Answer: D
Reference: https://sdwan-docs.cisco.com/Product_Documentation/Software_Features/SDWAN_Release_16.3/05Security/02Configuring_Security_Parameters
Question: 301
Refer to the exhibit.
An engineer is troubleshooting a control connection issue.
What does ďconnectĒ mean in this show control connections output?
A. Control connection is down
B. Control connection is up
C. Control connection attempt is in progress
D. Control connection is connected
Answer: C
Reference: https://community.cisco.com/t5/networking-documents/sd-wan-routers-troubleshoot-controlconnections/ta-p/3813237
Question: 302
Which component of the Cisco SD-WAN architecture oversees the control plane of overlay network to establish, adjust, and maintain the connections that form the Cisco SD-
WAN fabric?
B. vSmart
C. vManage
D. vBond
Answer: B
Reference: https://www.cisco.com/c/dam/en/us/td/docs/routers/sdwan/migration-guide/cisco-sd-wanmigration-guide.pdf
Question: 303
Which two image formats are supported for controller codes? (Choose two.)
A. .nxos
B. .qcow2
C. .iso
D. .ova
E. .tgz
Answer: BD
Question: 304
How is the scalability of the Manage increased in Cisco SD-WAN Fabric?
A. Increase the bandwidth of the WAN link connected to the vManage
B. Increase licensing on the vManage
C. Deploy more than one vManage controllers on different physical server
D. Deploy multiple vManage controllers in a cluster
Answer: D
Question: 305
Which component of the Cisco SD-WAN control plane architecture facilitates the storage of certificates and configurations for network components?
A. vSmart
B. WAN Edge
C. vManage
D. vBond
Answer: C
Reference: https://www.cisco.com/c/en/us/td/docs/routers/sdwan/configuration/sdwan-xe-gs-book/systemoverview.html
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Reviews Cisco System's approach to implementing Oracle's Enterprise Resource Planning (ERP) software product. This case chronologically reviews the diverse, critical success factors and obstacles facing Cisco during its implementation. Cisco faced the need for information systems replacement based on its significant growth potential and its reliance on failing legacy systems. The discussion focuses on where management was particularly savvy in contrast to where it was the beneficiary of good fortune.



Sun, 31 Dec 2017 13:57:00 -0600 en text/html https://www.hbs.edu/faculty/Pages/item.aspx?num=22966
Course Outline List Component

The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.

Note: If a course outline is not available at www.sfu.ca/outlines, it will not appear in the Course Outline List component.

When should it be used?

Use this component when you need to display multiple related course outlines on a single page. Be aware that the course outline list can get very long, depending on the filters.


Current - Two options, Year and Term, can be set to current, which refers to the current registration term. The current registration term will automatically rollover to the next term approximately 10 weeks prior to its start.

In-Component Editing Options

Course Outline List Tab

Title Header - Insert a title above the course outline list. (If you wish to insert a title with a different size or style of heading, use a Text component.)

Year - Filters outlines by year. If left blank, it will use the current year.

Term - Filters outlines by term. If left blank, it will use the current registration term.

Dept - Filter outlines by department. This is option is required.


Click the Options toggle to reveal additional display options:

Split list - Adds a header above each course. See example 2 for a preview.

Show all sections - This option displays the outlines for all the sections, including tutorials and labs (e.g, D100, D115, D116, D118). Leaving this unchecked will display one outline for each parent section (e.g., D100, D200), regardless of how many child sections a parent may contain. This helps to reduce duplicate outlines.

CSS Class - Allows an author to provide an optional class name that will apply a style to the contents.

Filters Tab

Course Levels - Filter outlines by course level. Check each level you wish to display. If no levels are checked, the component will list all levels.

Sections - Filter outlines by sections. By default, the component will list all sections.

Columns Tab

Columns - Allows you to choose which columns to display. Please enable the ‚ÄúNote‚ÄĚ column, if the ‚ÄúShort Note‚ÄĚ field was filled in within the Course Outlines Application.

Examples of the Course Outline Component

Example #1

This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.

Sun, 06 Dec 2015 07:41:00 -0600 text/html https://www.sfu.ca/cms/howto/components/sfu-course-outline-list.html
Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.

Instructors upload their course outlines online. Please follow these instructions:

1.    Log in to outlines.sfu.ca.
2.    Select semester, course and section.  Click the round icon.
3.    Input data to the fields.  (This can be done by free-format typing or cutting & pasting)
4.    Save.
5.    Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box)
6.¬†¬†¬†¬†Once the outline is finalized, click ‚ÄúContinue‚ÄĚ, go to the next page, and click ‚ÄúSubmit‚ÄĚ.
7.    The system will automatically advise the program assistant that the outline is ready to be activated.

Before your outline is activated online, the program assistant will review to ensure that all required fields are complete. 

If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.

Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.

All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.

All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft.  The GSC and UGSC are generally concerned with the review of the following:  1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.

You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:


Fall Semester

(September ‚Äď December)

Spring Semester

(January ‚Äď April)

Summer Intersession

(May ‚Äď June)

Summer Semester

(May ‚Äď August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.

The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.

 A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of Topics may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.

For more resources and guidelines, refer to the links below:

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

Mon, 26 Oct 2020 12:54:00 -0500 text/html https://www.sfu.ca/fhs/faculty-staff-resources/teaching/instructor-resources/course-outlines-and-syllabi.html Course Outline course outline

greenpin.gif (1016 bytes) Introduction

greenpin.gif (1016 bytes) Part 1: How To Begin a Deaf History and Culture

In this part of the course, we will introduce the idea of history and why it is important for deaf people. This part is designed to make you think about history in general and challenges you to try to interpret information - not just to accept it as true because it has been written. You will need about 6 hours for this part.

greenpin.gif (1016 bytes) Part 2: Historial Fact in Deafness

The second part of the course considers the history of deafness and deaf people as we know it from the writings which have appeared in the literature. The vast majority of these were written by hearing people. We have to discover what are the important features of this and be able to weigh up the facts which are missing in these accounts. For this part you will need time to watch the videotapes and you will need to read some of the books on the history of deafness. There are copies in our library, in the resource room and there are many other sources such as the papers which are kept in deaf schools and in deaf clubs. You will need 12 - 20 hours for this part.

greenpin.gif (1016 bytes) Part 3: Famous Deaf People

In the third section we examine what we can find out about famous deaf people. It used to be that there were none of these available but now there is much more interest. You will find references to important books which tell us a great deal about what deaf people were like in the old days. In this part we will also discuss how to interview old deaf people and how to record what they have to tell us. The famous deaf people part will cover deaf people, or events, or school’s histories ad how the lives of deaf people were involved. This idea of getting deaf people to explain their views will appear again later in the context of culture. We will hope to provide stories by deaf people on video which explain about their lives but this is not yet ready and will have to be sent out later. This is a very big section and some people will spend a lot of time thinking and working on this. You should aim to use a minimum of 20 hours but a maximum of 40 hours.

greenpin.gif (1016 bytes) Part 4: Deaf History to Culture

In the fourth section we will make the bridge between history and culture. When we think of ourselves and our culture we are describing our identities and our behaviour. These are based partly in our experiences and partly on what we think we are. This second part comes from our knowledge of history. History is the past, but it is us in the past. That is what is so exciting. Just which us we are is the aspect which we must establish.

We will then go on to talk about culture and what it is for deaf people. There are examples of deaf behaviour and there are practical exercises to work on the way deaf people have rules for what they do. Again this could take a lot of your effort to think about. However, we predict about 15 hours for this work. This work will help to prepare for the assignment part.

greenpin.gif (1016 bytes) Part 5: Deaf Culture to its Roots

Now we want to discuss Deafhood - the feeling of being deaf and all the components - experience, culture, language. After many hundreds of years of denying its existence, the opportunity has arisen to try to explore it. Deaf people should know much of this section from their own experiences and feelings. But it will still need a good deal of thinking. Allow 10-15 hours.

You will have a chance to prepare for the assignment through the optional tutorials. The tutorials will cover different aspects of the way in which you study and how to research deaf history. It will deal with the methods.

activity.gif (1060 bytes)

Activities: It is hard to make specific demands for homework when the course has a distance component - so it is nearly all homework! But there are actions and researches you can carry out which will help you in this study. Here are some examples.

Image130.gif (1652 bytes)

  • (For Section 3) Read one article from the book by Fischer and Lane (1993). You will find some extracts in the resource room. Prepare one page of notes on your ideas of what it means. How reliable do you think the view of history is? Hand in your one page of notes if you want to have feedback.
  • General work needed throughout the course - use the material in the resource room and in your library to look for stories of deaf history. Make some notes. This will be essential for your final presentation.
  • Collect information on your local deaf club. Use the article on the Bristol Deaf Club (in the resource papers) as a model of the type of information which you need. Set your deaf club out in a similar way.
  • Collect information on a deaf school which is near your home. It might be a deaf school which you attended or which a friend attended. Find out when it opened and about the pupils who attended it. give a short history of the school and give your ideas on the importance of this particular school. This can be used for your assignment.
  • Interview a deaf person over the age of 60 years about their time at school. Try to form a view of what it was like at that time when they were young. Make some notes and then you could prepare for the assignment.

Read a section of Jackson’s book on British Deaf Heritage (you should really read this all the way through, so you could buy it or use some extracts in our resource room) and prepare a report on it for the group. You should be prepared to explain what you have found. Pay particular attention to the question of whether the accounts represent what deaf people were like or whether they are all to do with what hearing people thought of deaf people.

Image131.gif (4614 bytes)

top.gif (990 bytes)

Sat, 19 Mar 2022 00:58:00 -0500 text/html https://www.bristol.ac.uk/Depts/DeafStudiesTeaching/dhcwww/outline.htm
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Tue, 12 Jan 2016 02:00:00 -0600 en text/html https://www.investopedia.com/best-cfp-exam-prep-courses-5094913
UIL launches online course on implementing e-PASS

To advance the assessment of literacy and numeracy skills, the UNESCO Institute for Lifelong Learning (UIL) is launching a self-learning online course on the Implementation of the e-PASS assessment. The everyday-life Practices and Skills Survey (e-PASS) is a simple, cost-effective, flexible and practical method for assessing the literacy and numeracy of individuals aged 15 and older.

To help UNESCO Member States carry out large-scale assessment, UIL has designed a self-directed online e-PASS implementation course, which guides countries through the different stages of implementation. The course targets stakeholders involved in the e-PASS implementation process. It is offered in English and comprises a total of nine sessions in four modules.

The course is designed to provide participants with general knowledge on how to implement a large-scale assessment, as well as the skills to plan and design the implementation of e-PASS in a specific country context. 

By the end of the course, participants are expected to be able to: 

  • Describe the key concepts and rationale of a large-scale assessment like e-PASS.¬†
  • Identify and explain how e-PASS can be implemented in a specific context.¬†
  • Develop a national implementation plan.
  • Prepare the data gathered for analysis and various ways of analysing the e-PASS data.¬†

The training takes place online with various learning instruments, including videos, reading resources and interactive discussion forums. Participants will benefit from an applied and practice-oriented learning approach. 

The course is free of charge and offered in English. 

Accessibility: The course will be freely accessible until 31 December 2023

Duration: Approximately 25 learning hours 

Language: English  

Registration: https://learninghub.uil.unesco.org/course/view.php?id=31

Further information:

Sun, 14 May 2023 12:01:00 -0500 en text/html https://www.unesco.org/en/articles/uil-launches-online-course-implementing-e-pass
Free Online Education to Start Your Own Business

Alert icon New MOBI Success Story! Read now! Teacher in Michigan, inspired by friendly service, company values, and delicious coffee, purchases a coffee franchise and embarks on a new career with the help of MOBI’s Starting a Business course.

2023 Courses are OPEN for Enrollment with Exciting NEW Curriculum!

MOBI’s popular free online business courses have been updated for 2023 and are open for enrollment. Our Starting a Business course features THREE updated sessions with NEW content: The Business Plan, Business Risk and Insurance, and Cash Flow and Accounting. We are also excited to introduce the existing version of our FREE MOBI Business Plan Template, to make it easier than ever to put your ideas on paper and take the first steps to starting your own business!

MOBI’s courses include: Starting a Business, Business Expansion, Quick Start Entrepreneur, and the Sales & Marketing Badge Short Course. No fees, no prerequisites, go at your own pace! 

MOBI's content and curriculum are free, for everyone, forever, thanks to the generosity of our founders Phil & Peggy Holland. The mission at the My Own Business Institute (MOBI) is to start businesses that create jobs and build communities by providing education to aspiring entrepreneurs around the world. Read more about the Holland's lifelong commitment to helping others in Our Story.

Here are the steps you can take to learn with MOBI:

  1. Visit Our Courses to identify which course is the best fit for you and your business goals.
  2. Click Enroll Now to create an account in our learning management system, and choose your course.
  3. Begin!

In addition to the course curriculum, MOBI provides more content on our Resources & Tools page including MOBI blog posts, MOBI alumni Success Stories, and more.

You do not have to enroll to view the MOBI content! The curriculum is also available on our website to make it easy for you to find the information you need. However, in order to earn a Certificate, you do need to be enrolled in a course. 

Have questions? Visit our Frequently Asked Questions page or send us an email to scu-mobi@scu.edu.

Mon, 17 Aug 2020 03:49:00 -0500 en text/html https://www.scu.edu/mobi/
Attachment-Based Family Therapy Training

Attachment-Based Family Therapy Training

What does training in ABFT consist of?

There are three levels to ABFT training with the final level culminating in certification. Level I consists of a 1 day and 3-day Introductory workshop. Level II consists of 22 weeks of supervision and a 3-day advanced workshop. Level III consists of tape review leading to certification. The certification process can be completed in as little as approximately 1 year, but does not have to be. This is described in more detail in our Therapist Certification Process Document [PDF]. Participants can move through these levels and stop when they want or complete the full program. Each level is described below.

Continuing education credits are offered for the Level 1 workshops and webinars and Level 2 workshops

For an agency looking to implement ABFT, we find that just training therapists may not be enough. Implementation and sustainability of a manualized, empirically-supported treatment requires a high level of commitment and systems change on the part of an agency or treatment program. There are several challenges and innovations for the agency to consider before training staff. These are described in our Dissemination and Implementation Starter Packet [PDF].

We now offer a special online program for graduate students. This program offers training to professors so that they can teach the class and curriculum to help structure the program

Launching January 2022! An online self-paced ABFT Training Course for individual therapists to take day one of our training program.

Do the workshops fulfill State required training in Suicide Prevention?

Our Introductory workshops meet the Suicide Prevention licensure requirements for mental health professionals in the following states:

  • California: AB-89 Psychologists and AB-1436
  • Indiana: HB 1430 Suicide Awareness and Prevention
  • Kentucky: KRS 210.366 Training in suicide assessment, treatment and prevention for Psychologists and Social Workers
  • Nevada: AB:93 Suicide Prevention and intervention
  • New Hampshire: SB 33 CE requirements for mental health practitioners on suicide prevention
  • Pennsylvania: Act 74 ‚Äď CE in assessment, treatment and management of suicide risk
  • Tennessee: SB 489 Suicide prevention, assessment and screening, treatment, management, and postvention

When can someone call themself an ABFT Therapist?

Before completing the certification process, therapists in training may say they are conducting ABFT informed work. Therapists that have been certified may refer to themselves as ABFT certified therapists.

How does someone get on the therapist list?

Once therapists begin participating (or have previously participated) in a supervision group, they can opt to have their contact information listed on the ABFT Training Program website as an ABFT Trained (not certified) Therapist. Upon completion of the Level II requirements, they will be moved to the Level II Trained ABFT Therapist list. Once certified, their contact information will be moved to the ABFT Certified Therapist list.

Training Opportunities in ABFT

Level I: 1-Day and 3-Day Introductory Workshops

1-Day Introductory Workshop or Webinar

Lecture and therapy tapes provide a brief overview of the entire model. This includes an overview of the theory, research and the clinical format/protocol of the therapy. Faculty review how attachment theory, emotional regulation and trauma resolution inform the delivery of this experiential treatment approach. We also review the goals and structure of the five treatment tasks that provide a road map for delivering this interpersonally focused psychotherapy effectively and rapidly.

Benefits of the 1-Day Workshop or Webinar

By attending the 1-day introductory workshop or webinar, attendees will have a basic understanding of how to use attachment theory to guide family intervention. Attendees will also gain a general introduction to the task structure of the model.

Target Audience

The target audience for the 1-day ABFT training is Case Workers, Counselors, Couple and Family Therapists, ER Physicians, Health Care Administrators, Frontline MH staff, Mental Health Professionals, Primary Care Physicians, Psychiatrists, Psychiatric Nurses, Psychologists, Psychotherapists, SAP Team members and Social Workers.

Training Format Options for Day 1 of the Introductory Workshop or Webinar

The 1-day introductory workshop is offered as a(n):

  • In-person workshop at Drexel University or off-site
  • Full-day (6-hour) webinar
  • 2-part, 3.5-hour online interactive webinar series (7-hours of content over two modules)
  • Self-paced online module (Coming soon!)
  • Brief course for graduate students proctored by a local professor


We offer APA and Pennsylvania State Board LPC/LMFT/LSW/LCSW CEs for the 1-day workshops and webinars. Please see here for a full description.

Many states accept APA CEs for Social Workers, Licensed Marriage and Family Therapists, and Licensed Professional Counselors. Some states also accept other state board's CEs. Please check with your local licensing board to verify CEs you can use.

Course Registration at Drexel University


3-Day Introductory Workshop

Day 1

On Day One, lecture and therapy tapes are used to provide an overview of the model including theoretical foundation and clinical strategies of ABFT. Faculty review how attachment theory, emotional regulation and trauma resolution inform the delivery of this experiential treatment approach. We also review the goals and structure of the five treatment tasks that provide a road map for delivering this interpersonally focused psychotherapy effectively and rapidly.

**This is the same as the 1-day Introductory Workshop. When therapists have completed the 1-day workshop previously, they do not have to repeat Day One of the three day introductory workshop.

Days 2 & 3

Days Two and Three build on Day one and provide a more in-depth look at the procedures and process involved in facilitating ABFT. Case discussion, tape review and role-play deepen the participants understanding of the approach. Throughout Days 2 and 3, therapists are also taught how to use the ABFT adherence checklists.
Attendance is limited to 30 people (per trainer) so that everyone can experience hands on attention from the Trainer.

Benefits of the 3-Day Workshop or One-Day Webinar and Days 2 & 3 Workshop

Days 2 And 3 provide a more in depth exposure to the scaffold of each task. We review extended clips of therapy tapes, talk about challenges and then role play the core elements of each task. This gives therapist a more practical sense of how to apply the model with at least moderately cooperative families. The goal is to learn to apply the basic structure, not to modify the model to more difficult or different kinds of families. That comes in supervision and the advanced training.

Target Audience

The target audience for the entire 3-day workshop is Counselors, Couple and Family Therapists, Mental Health Professionals, Psychiatrists, Psychiatric Nurses, Psychologists, Psychotherapists and Social Workers. Day 1 of the 3-day Workshop is also appropriate for Case Workers, ER Physicians, Health Care Administrators, Frontline MH staff, Primary Care Physicians, and SAP Team members.

Training Format Options for the 3-Day Introductory Workshop

Day 1 is offered as a(n):

  • In-person workshop at Drexel University or off-site
  • Full-day (6-hour) webinar
  • 2-part, 3.5-hour online interactive webinar series (7-hours of content over two modules)
  • Self-paced online module (Coming soon!)
  • Brief course for graduate students proctored by a local professor

Days 2 and 3 are offered as a(n):

  • In-person workshop at Drexel University or off-site
  • 4-part 3.5-hour online interactive webinar series
  • Semester course for graduate students proctored by a local professor (Coming Soon!)


We offer APA and Pennsylvania State Board LPC/LMFT/LSW/LCSW CEs for the 3-day workshop and Day One webinars. Please see here for a full description.

Many states accept APA CEs for Social Workers, Licensed Marriage and Family Therapists, and Licensed Professional Counselors. Some states also accept other state board's CEs. Please check with your local licensing board to verify CEs you can use.

Course Registration at Drexel University


Level II: Supervision and Advanced Workshop Leading to Level II Trained Therapist


After the initial 3-day Level 1 workshop, training therapists are eligible to begin a series of 22 fortnightly, 60-90 minute (depending on group size) individual or group case consultation phone calls with an ABFT certified consultant (~1 year). Trainees are expected to discuss their current cases in which they are applying ABFT. Therapists are required to send a short case write-up using the ABFT Case Write-up Outline when they present a case. In addition, they are expected to present 5-10 minute recordings of their therapy sessions. Supervision groups have a limit of 7 people per 60-minute groups and 12 people per 90-minute group.

Individuals or agencies who do not want to commit to the certification process can contract for a minimum of 11 supervision sessions at a time.

Individuals or agencies may participate in as many rounds of 11 supervision sessions as they desire.

Benefits of Supervision

Supervision sessions help therapists who have attended the 3-day introductory workshop implement ABFT more effectively with clients. During supervision, therapists learn how to conceptualize from an ABFT framework so that they can utilize ABFT with a variety of different clients, presenting problems, and difficult situations. Through presenting 5-10 minute videos of sessions, therapists receive detailed feedback on the moment-by-moment decisions that occur in therapy. Additionally, the brief videos help therapists hone their ABFT specific skills. ABFT Supervisors also help therapists identify and work through person-of-the-therapist issues that arise when doing this interpersonal, emotionally deep work.

Target Audience

Therapists in the U.S. need to have at least a master’s degree in social work, mental health counseling, clinical or counseling psychology, or couple’s and family therapy. If therapists are not licensed and/or are graduate students, they need to be employed somewhere where they are receiving supervision. Internationally, therapists need to have local certification or licensure allowing them to practice therapy. ABFT Supervisors do not take on legal responsibility for cases.

Training Format Options for Supervision

  • In-person when supervisors and supervisees live in the same area
  • Online via a HIPPA secure web-conferencing system

3-Day Advanced Workshop

The 3-day Advanced Workshop is a follow-up, intensive, supervision workshop with some didactic presentations. This workshop, helps advance therapist’s ABFT skills. Participants discuss person of the therapist issues as they relate to ABFT and learn about the use of emotion-deepening skills in the context of ABFT. During the advanced training, a certified ABFT trainer provides supervision via live supervision (when possible), and role-play. In preparation for the training, we ask therapists to think about their biggest challenges in utilizing ABFT with families in Tasks 1-5. As many live supervision sessions as possible are scheduled during the 3-day advanced training.

Attendance is limited to 30 people (per trainer) who have previously attended the 3-day Level 1 workshop. Ideally, attendees have also participate in the supervision program as well. This way all of the attendees come to the advanced workshops with a high level of knowledge and experience with the model.

Benefits of the 3-Day Advanced Workshop

The Advanced Workshop helps solidify ABFT skills. Participants gain an understanding of how their own attachment history creates barriers or can help facilitate their delivery of therapy. They learn how to utilize their own personal experiences in life to build empathy and understanding of their clients’ experiences. Additionally, with practicing emotional deepening skills in role plays and receiving feedback, participants leave with a new understanding of how to deepen their ABFT work with clients. In this workshop we also talk more about how to adapt and or modify ABFT with more challenging clients.

Target Audience

The target audience for the 3-day Advanced workshop is Counselors, Couple and Family Therapists, Mental Health Professionals, Psychiatrists, Psychiatric Nurses, Psychologists, Psychotherapists and Social Workers who have previously attended the 3-day Level 1 Introductory Workshop. Attendees do not have to participate in ABFT supervision to attend the Advanced Workshop but it is preferred.

Training Format Options for the 3-day Advanced Workshop

  • In-person workshop at Drexel University or off-site
  • 6-part 3.5-hour online interactive webinar series


We offer APA and Pennsylvania State Board LPC/LMFT/LSW/LCSW CEs for the 3-day Advanced workshop. Please see here for a full description.

Many states accept APA CEs for Social Workers, Licensed Marriage and Family Therapists, and Licensed Professional Counselors. Some states also accept other state board's CEs. Please check with your local licensing board to verify CEs you can use.

Course Registration at Drexel University


Level II trained ABFT Therapist

In order to achieve the status of a Level II Trained ABFT Therapist, therapists must complete the following activities:

  • Participate in 22 supervision sessions.
  • Present at least 4 cases during supervision utilizing the case write-up or case conceptualization form. Case presentations do not have to be from the same case.
  • Show at least 2 video excerpts of cases during the course of supervision.
  • Attend the ABFT Advanced Workshop.
  • Complete the ABFT test and receive at least an 80%.


  • Complete the yearlong ABFT program at KU Leuven University.
  • Complete the ABFT test and receive at least an 80%.

Level III: Consultation Leading to Certification - Therapy Tape Review

After attending the Advanced Workshop and participating in Supervision (supervision does not need to be finished), trainees begin submitting video recordings of complete (i.e., 1 hour) ABFT sessions for review by certified supervisors. Trainees submit a minimum of 10 tapes at a rate of one to two videotapes a month. Tapes should be of accurate sessions so that therapists can demonstrate their use of feedback from the group supervision sessions and recordings submitted for review. The ABFT supervisor informs the therapist which tasks or portions of a task to submit. When submitting tapes, therapists must provide a case write-up (template provided) and self-feedback on their tapes with suggestions for how to Improve portions of their sessions that are not consistent with ABFT or could be improved in general. Therapists also rate their own tapes with the ABFT adherence measure. ABFT Certified Supervisors review the tapes and provide in-depth written feedback, adherence ratings and offer a 20-minute phone consultation (as needed) regarding the tape.

Completing all 10 tapes does not guarantee that someone is certified. A therapist may need to submit additional tapes (at additional cost) if they have yet to sufficiently develop certain skills. However, we have found that with the level of feedback we provide, most therapists are ready for certification review after 10 tapes.

Certification in ABFT does not expire.

Benefits of Therapy Tape Review

Participating in video review assures that therapists are using ABFT with fidelity. Therapists can feel confident that they are implementing the model the way it is intended. We are confident that certified ABFT therapists can represent the work as it is intended. Certification has become a standard clinical training procedure throughout the world of dissemination of empirically supported treatments.

Target Audience

Therapists in the U.S. need to have at least a master’s degree in social work, mental health counseling, clinical or counseling psychology, or couple’s and family therapy. If therapists are not licensed and/or are graduate students, they need to be employed somewhere where they are receiving supervision. Internationally, therapists need to have local certification or licensure allowing them to practice therapy. ABFT Supervisors do not take on legal responsibility for cases. In addition, therapists must ensure they have sufficient clinical time to treat ABFT clients (at least 2-3 clients at a time).

Training Format for Therapy Tape Review

Therapists send all materials including therapy recordings to ABFT supervisors via LiquidFiles (http://www.liquidfiles.net/tour/compliance.html), which is a secure FTP site. Supervisors store therapy sessions on encrypted hard drives until they are reviewed. Once reviewed, therapy sessions are deleted. Supervisors send feedback (not containing PHI) via email. If consultation calls are requested, they are conducted over Zoom, a HIPPAA secure web-conferencing system (zoom.us).

ABFT Continuing Consultation

If therapists desire supervision beyond their 22 supervision sessions or becoming certified, they may pay for ongoing supervision.

ABFT Webinars

We offer a variety of live webinars on ABFT ranging from 45 minutes to 6.5 hours. We offer the 1-day Introductory Workshop and Day One of the 3-Day Introductory Workshop via Webinar format. The 1-day/Day One workshop can be offered as a live full day workshop or a 3-part, 2- hour webinar series.

ABFT Online University Graduate Student Training Program

General Information to Professors

The ABFT Training Program now offers a fully supported University curriculum for a professor to teach a 9 to 16-hour module of ABFT in a university course or as an extracurricular program. A professor and at least 7 students register for the program and we supply all the materials listed below.

  • Streaming access to 6 lectures by Drs. Diamond and Levy
  • Live Q &A with ABFT Treatment Developers
  • Streaming access to 7 video tapes recordings of therapy sessions demonstrating the essential ABFT skills & teaching guide for professors
  • Student Clinical Manual
  • ABFT Selected Published Works Packet
  • Instructor manual with role-play activity suggestions (optional)
  • Student and Faculty Evaluations
  • Certificate of Completion for Students (must pass post-test at 80%)

Course Description

This 9-16 hour program is equivalent to the 1-day/Day one ABFT Introductory Workshop. It is designed to be used in the following ways: embedded in a semester course, outside of the curriculum as a special training, summer intensive or other short programing material.

Details About the Course

  1. Total time is approximately 9-16 hours. The variation in time depends on how many times the therapy videos are reviewed and if role play exercises are utilized.
  2. A professor proctors the course. This includes organizing students and location, verifying student attendance, running technology.
  3. The professor facilitates the class sessions which entails showing the 6 pre-recorded lectures (40-60 minutes long).
  4. Professors facilitate a review of 7, 6-8 minute recorded ABFT therapy excerpts for each task (time to review excerpts is 30-50 minutes). A training manual is provided which highlights essential ABFT principles and strategies demonstrated in the therapy session recording excerpts.
  5. The ABFT Training Program provides one ‚Äúlive‚ÄĚ Q & A session with an ABFT Treatment Developer during the course via web conferencing. Students can prepare questions for this session throughout the course.
  6. Each student is required to read the ABFT book.
  7. Students are provided with a Student Clinical Manual which contains all the PowerPoint slides, 5-task overview sheets, and other clinical aids.
  8. A program evaluation process is included with the program. This consists of a simple pre and post evaluation tool to demonstrate increased knowledge. Local professors are free to add any additional evaluation tools.
  9. A certificate of completion of the 1-day ABFT Introductory Course is provided at the end of the course to students (if they pass the post test at 80%)
  10. The professor is invited for free to attend one of the three day introductory ABFT workshops either in Philadelphia or at some other location that is sponsoring a workshop.

Professor Requirements

We recommend that professors attend our 3-day introductory workshop to become more familiar with the course content. Admission to the 3-day workshop at Drexel University is free for professors teaching the course (a $475 value).

Eligibility to Take the Course

  • Students must be enrolled in a graduate program pursuing a degree in the mental health field (art therapy, counseling, couples and family therapy, creative movement therapy, music therapy, psychology, psychiatry, psychiatric nursing, social work etc.).
  • A professor must be willing to facilitate the course with students.
  • A minimum of 7 students are required to initiate the course.


  • $99 per student for the 6 lectures (minimum of 7 students), plus supplementary recorded therapy excerpts, live Q&A, Student Clinical Manual, ABFT Selected Published Works Packet, and professor training manual.
  • There is no training requirement or implementation cost to the professor.

Course Registration - Registration is now open!


Each student and professor must register for the course. Fees are only for students. There is an option during registration for the University to pay the fee for students (when applicable).

Fundamentals of ABFT Online Self-Paced Course

The ABFT Training Program now offers a self-paced online course equivalent to the live Day 1/Part One ABFT Introductory Workshop. This course takes approximately 8 hours to complete.

Details About the Course

  • Course contains 6 interactive pre-recorded lectures where ABFT treatment developers, Dr. Guy Diamond and Dr. Suzanne Levy, provide an overview of the model including theoretical foundation and clinical strategies of ABFT. Faculty review how attachment theory, emotional regulation and trauma resolution inform the delivery of this experiential treatment approach. They also review the goals and structure of the five treatment tasks that provide a road map for delivering this interpersonally focused psychotherapy effectively and rapidly.
  • Course contains 7 recorded excerpts from demonstrations of ABFT therapy sessions illustrating core components of each task.
  • Course access is provided for 3 months, so participants can flexibly complete at their own speed and convenience.
  • Participants will receive a Trainee Manual including the slides for the 6 lectures, FAQs about ABFT, and an overview of the ABFT training process.
  • CE‚Äôs are provided for this course at an additional cost.


  • Regular Registration: $199/person
  • Graduate Student: $110/person

Course Registration

Click here for more info about the course & registration

Supervisor and Trainer Training for Organizations Implementing ABFT

When organizations choose to implement ABFT we understand the investment they are making. Thus, sustainability is of the upmost importance when investing in training staff in an empirically supported treatment. As a result, we encourage organizations to have some of their staff become trained as in-house ABFT Supervisors. Additionally, for larger organizations anticipating new staff needing to be trained in ABFT, we are able to train staff to become in-house ABFT Trainers.

Becoming a Certified ABFT Supervisor and Trainer does not mean being an independent teacher of ABFT. Certified ABFT Supervisors and Trainers work collaboratively with the Drexel ABFT Training Program, which remains involved in providing oversight of training activities, final certification of therapists, and determining future procedures for training and evaluating trainees. Although a supervisor is certified to supervise new therapists within their organization, they are not authorized to independently certify clinicians as ABFT therapists. Certification is accomplished through collaboration with the training center in Philadelphia. We are not looking to be over controlling of people committed to ABFT, but rather maintain a standard of quality across all training programs.

Certified ABFT Supervisor Training

Those interested in becoming a Certified ABFT Supervisor must first become a Certified ABFT Therapist in order to eligible for the training. The training includes course work in EFT (recommended), providing supervision under supervision, reviewing ABFT therapy tapes, and demonstrating competence in the ABFT Adherence Rating Scales. The training and evaluation of becoming a supervisor is a competency-based task. We select trainees with the anticipation of success and work closely with them to provide feedback throughout the training process so they are aware of their ability to successfully complete the training process.

Certified ABFT Trainer Training

To train to become a Certified ABFT Trainer, candidates must meet the following criteria: be a Certified ABFT Therapist and Certified ABFT Supervisor. The training includes a 4-day workshop and submitting a series of ABFT lectures for feedback and evaluation. The training and evaluation of becoming a trainer is a competency-based task. We select trainees with the anticipation of success and work closely with them to provide feedback throughout the training process so they are aware of their ability to successfully complete the training process.

ABFT Practicum

The Center for Family Intervention Science is launching a new ABFT practicum starting in July 2022 for advanced graduate students. Students will participate in a one-year clinical training program where they will be trained and supervised to work with families using ABFT. The training will be geared to prepare students for ABFT certification. Students will be working with families in the context of current ABFT research studies. Students will get the experience of using ABFT for diverse clinical issues including trauma, depression, substance use, and bulimia.

Click here for more info & how to apply

Sun, 26 Apr 2020 15:25:00 -0500 en text/html https://drexel.edu/familyintervention/abft-training-program/abft-training/

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