Francine Shapiro Library - EMDR Bibliography Links
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1. Everly, G. S. Jr., & Lating, J. M. (2002). A clinical guide to the treatment of the human stress response, 2nd ed. Springer Publishing Company.
Language: English
Format: Book
Abstract:
This updated edition of A Clinical Guide to the Treatment of the Human Stress Response reflects the dramatic changes in this field over the past decade. This edition covers a range of new topics, including stress and the immune system, post-traumatic stress and crisis intervention, Eye Movement Desensitization and Reprocessing (EMDR), Critical Incident Stress Debriefing (CISD), Crisis Management Briefings in response to mass disasters and terrorism, Critical Incident Stress Management (CISM), spirituality and religion as stress management tools, dietary factors and stress, and updated information on psychopharmacologic intervention in the human stress response. As with the previous edition, this volume is designed as a comprehensive and accessible guide to both the clinically relevant physiology and treatment of the human stress response. Discussion of treatment protocols, using selected behavioral treatment strategies, is purposefully brief and clinically targeted. Supplemental information for practitioners includes a flow chart on the nature of stress physiology, a relaxation report form, specific protocols for teaching the relaxation response, a self-report checklist designed for health education purposes, and over 700 references. [Springer]
Springer Series on Stress and Coping
Keywords: Human Stress Response
Accuracy Verified: Yes
2. Whisman, M., Bruzzesi, D., Ogren, D., Korn, D., Moore, P., Murphy, J., Hoffman, S., & Rouanzoin, C. (2001, June). "Once upon a trauma in Austin". Skit presented at the annual meeting of the EMDR International Association, Austin, Texas.
Language: English
Format: Other
Abstract:
Cerebella, a gifted facilitators, is teaching a level I training in Austin when fire alarms in the hotel lobby suddenly create fear and panic in our heroine.
Unable to overcome her trauma on her own, she seeks the help of a renknown EMDR therapist, Dr. Bilatera, a senior associate in the Clinical and Research Mental Health Institute of Dewey, Treat Em and Howe.
Narrator - Marcia Whisman,
Amy Glia - Donna Bruzzesi,
Hipo Campia - David Ogren,
Video Cortexa - Debbie Korn,
Anterior Cingulata - Peggy Moore,
Broca Aria - Jerry Murphy,
Prefrona Lobia - Sue Hoffman,
Dr. Bilatera - Curt Rouanzoin, and
Imprimatur - His excellency, the most cerebral Mens Sana
Keywords: Skit
Accuracy Verified: Yes
3. Grand, D. (1998, July). Advance clinical seminar: Innovation and integration in EMDR based diagnosis, technique, teaching, performance enhancement and creativity. Presentation at the annual meetng of the EMDR International Association, Baltimore, MD.
Language: English
Format: Conference
Abstract:
Participants will: 1) be able to understand and utilize EMDR based diagnosis; 2) be able to utilize both forming of "questioning interweaves" and reflection of clients questions for processing; 3) gain an in depth understanding of the rationale and use of auditory and tactile modes of EMDR stimulation; 4) have working knowldge of advanced conceptualizations of parallel protocols, processing interaction between internalized selves and longer term EMDR; 5) have an expanded knowledge of issues in teaching EMDR, such as individual and group supervision and presenting seminars; 6) gain an understanding of a developmental model of performance and techniques for application of EMDR to performance enhancement and sports psychology; and 7) develop comprehensive understanding of issues of creativity and EMDR. This will include both the client's and therapist's creativity in the EMDR process, as well as se of EMDR for creativity enhancement.
Keywords: Creativity Performance Enhancement
Accuracy Verified: Yes
4. Adler-Tapia, R., & Settle, C. (2008, September). Advanced applications of EMDR in child psychotherapy. Presentation at the annual meeting of the EMDR International Association, Phoenix, AZ.
Language: English
Format: Conference
Abstract:
This presentation is for therapists who have learned the basic EMDR protocol and are interested in expanding their skills in using EMDR in individual treatment with children. The presentation is focused on teaching therapists to use EMDR with specific childhood diagnoses or presenting problems, including children who are gifted and children who present with symptoms consistent with ADHD, dissociation, anxiety, attachment disorders, and sexual reactivity. Therapists will also learn how to use EMDR with regulatory issues in children including sleep issues and toilet training, as well as with behavioral issues, such as school phobias within AIP Theory.
Keywords: Children
Accuracy Verified: Yes
5. O'Shea, K. (2008, June). Anger, imagination and EMDR – what EMDR has taught us about the importance of anger and how to facilitate its safe release. Presentation at the annual meeting of the EMDR Europe Assocation, London, England.
Language: English
Format: Conference
Abstract:
Jaak Panksepp’s text, Affective Neuroscience (1998), informs us of the vast amount of neurological data available
to show that, like all mammals, anger is one of our basic affective circuits. Yet it is not identified as such in the
diagnostic manual, at least here in the States. Only the destructive outcomes of angry behaviors are included.
Guiding EMDR sessions over the past 17 years has given me the opportunity to observe the nondestructive
release of anger as a protective response to harmful (traumatic) experiences. Imagination appears to provide us
with an innate ability to acknowledge the degree of harm, and to experience, at a physical level, the capability to
protect ourselves and others, if anything similar recurs. Following that release, I consistently see what I call
“Compassion-with-Protection”, spontaneously expressed. Others call it “forgiveness”. Because of their
experiences with destructive anger and our cultural avoidance of anger, clients often have difficulty allowing
their angry feelings to be felt and released during EMDR work. Letting them know they have this capability can
enable them to “just notice what happens” during trauma reprocessing. This workshop will address, via
description and case examples, how EMDR has clarified the nature of anger. It will specify how EMDR clinicians
can support their clients in releasing anger non-destructively (by clearing the anger circuit during Preparation,
teaching them how the Imagination works - for self-use and during reprocessing, - and identifying the most
efficient targeting sequences), so they can update their systems to their current level of capability and fully
experience the “Compassion-with-Protection” that naturally follows.
Keywords: Anger Imagination
Accuracy Verified: Yes
6. De Divitiis, A. M. (2010, June). Application of resource development and installation (RDI) in delivery preparation in order to prevent post partum depression. In Female issues. Symposium conducted at the annual meeting of the EMDR Europe Association, Hamburg, Germany.
Language: English
Format: Conference
Abstract:
According to the latest statistical evidence Post-Partum
Depression develops in approximately 13% of women
during the second -third month after childbirth with symptoms
lasting between few weeks and a year and risks of relapse.
Unlike the Baby Blues (affecting 70% of mothers, with onset in
the 3'd - 6" day after delivery and spontaneous recovery within
approximately two weeks), likely to be caused basically by hormone
modifications in the immediate aftermath of childbirth.
PPD development would seem to be solely determined by psychological
factors: the experience of childbirth, the surfacing of
unresolved problems in the relationships with attachment figures,
the change in the woman's role both in the social sphere and
within the couple relationship, the fear of being unable to adequately
attend to the new responsibilities (both in terms of skills
and of the ability to cope with the additional workioad), etc.
Consequently, women experiencing childbirth as a traumatic
experience are more destabilized by the event, and therefore.
at a higher risk of developing PPD.
Childbirth requires the deployment of many personal resources.
A woman in labor must be able to bear the pain, while having
to "push", 1.e. contrast the automatic antalgic reaction (which
would close the delivery channel) and "meeting the pain", during
the "expulsion" phase. Considering that "Peak Performances"
require moving out of a person's comfort zone and
stretching a person's boundaries, childbirth experience can be
rightfully considered a "Peak Performance".
This work describes RDI application times and modes during Delivery
Preparation in order to strengthen the different personal
resources needed by pregnant women to experience her childbirth
as an ego syntonic experience. In this sense, RDI associated
with EMDR can be considered an actual Primary Prevention intervention,
capable of teaching women something positive about
themselves, thus effectively offsetting the onset of PPD. Furthermore
the results of the application of this technique collected
during the Post-Partum phase on 48 women will be discussed.
Learning objectives:
1 identification of the specific issues predisposing the development
of PTSD due to Childbirth and of Post-Partum Depression.
2. Framing Childbirth as a Peak Performance.
3 Learning RDI (Resource Development and Installation) application
through Bilateral Stimuli during Delivery Preparation Courses.
Keywords: Delivery Preparation Female Issues Resource Development and Installation RDI Symposium
Accuracy Verified: Yes
7. Solomon, R. M. (2007, June). The art of EMDR: Dealing with abreactions. Presentation at the annual meeting of the EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
The overall objective of this workshop is to enable the EMDR therapist to deal more effectively, and comfortably, with intense client affect. Treatment of complex trauma, where dissociation prevents the integration of traumatic emotions, often involved the processing of intense emotions. The abreaction can be quite shocking to the therapist who may then engage the client in talking therapy, utilize resource installation, or provide an interweave to lower the level of intensity. While this can, at times, be appropriate and helpful, often it is counter indicated and a perceived resolution may be short lived and/or needlessly circumscribed. It is important to recognize the markers of treatment, and what choices are appropriate. Ironically, it is often the therapist who is uncomfortable with the level of client affect, rather than the client being unable to deal with the intense emotion.
The hallmark of EMDR is “staying out of the way” if the dysfunctionally stored information is moving. An inherent value of EMDR is to facilitate natural processing and the client’s natural healing patterns. Assuming client readiness and preparation to deal with emotional material, an interweave (which elicits other neural networks), or resource installation (which initiates a state change) or prolonged talking (which initiates an interpersonal process) – though often useful – can interfere with the client’s own internal processing and take the client away form their natural and unique resolution and integration. The therapist can enable the client to process intense material utilizing a) strong attunement skills to hold the client one’s therapeutic presence, b) recognition of behavioral manifestations of processing to guide speed, rate and tempo of bilateral stimulation to maximize processing, c) using different rate, speed and tempo to control emotional intensity of the processing, d) and knowing when to verbally intervene and when to “stay out of the way.”
This workshop will focus on:
a) Assessment of client readiness
b) Therapeutic clinical presence and attunement skills
c) Detecting behavioral manifestations of processing and calibrating bilateral stimulation to the client in order to maximize processing and control intensity
d) Therapeutic choice points concerning verbal interventions and “staying out of the way."
Demonstration and video tapes will be used to illustrate teaching points. (Participants should be aware that the videos have intense emotional content).
Keywords: Abreactions Intense Affect
Accuracy Verified: Yes
8. Solomon, R. M. (2006, September). The art of EMDR: Dealing with abreactions. Presentation at the annual meeting of the EMDR International Association, Philadelphia, PA.
Language: English
Format: Conference
Abstract:
The overall objective of this workshop is to enable the EMDR therapist to deal more effectively, and comfortably, with intense client affect. Treatment of complex trauma, where dissociation prevents the integration of traumatic memories, often involves the processing of intense emotions. The abreaction can be quite shocking to the therapist who may then engage the client in verbal interventions (e.g. interweave, resource installation, talking therapy). While this can indeed be appropriate and helpful, it is often the therapist who is uncomfortable with the level of & client affect, rather than the client being unable to deal with the intense emotions. The hallmark of EMDR is "staying out of the way" if the dysfunctionally stored information is moving. An
inherent value of EMDR is to facilitate natural
processing and the client's natural patterns. Assuming client readiness and
preparation to deal with emotional material, an
interweave (which elicits other neural networks),
or resource installation (which initiates a state
change) or prolonged talking (which initiates an
interpersonal process) - though often useful - can
interfere with the client's own internal processing and take the client away from their natural and
unique resolution and integration. The therapist
can enable the client to process intense material
utilizing a) strong attunement skills to hold the
client in one's therapeutic presence, b) recognition
of behavioral manifestations of processing to guide speed, rate, and tempo of bilateral stimulation to maximize processing c) using different rate, speed, and tempo to control emotional intensity of processing; d) and knowing when to verbally
intervene and when to "stay out of the way". Hence,
more important than the mechanics of bilateral
stimulation is the way EMDR is delivered. EMDR
is a "dance" between client and therapist with the
therapist interacting through bi-lateral stimulation
even more than through verbal communication.
This workshop will focus on dealing with intense
affect with EMDR (the dance) and include
discussjon of 1) How to assess client readiness for
dealing with intense material, both before and during
EMDR processing. 2) Therapist clinical presence
and attunement skills. 3) Detecting behavioral
manifestations of processing and calibrating bilateral
stimulation to the client in order to maximize
processing, and control intensity of processing. 4)
Therapeutic choice points concerning verbal
interventions and "staying out of the way". Demonstration and video tapes will be used to
illustrate teaching points. (Participants should be
aware that the videos have intense emotional content).
Keywords: Abreactions
Accuracy Verified: Yes
9. van der Kolk, B. A. (1999, November). Assessment and treatment of complex PTSD. Specialty training course presented at the annual meeting of the International Society for Traumatic Stress Studies, Miami, FL.
Language: English
Format: Conference
Abstract:
While most research on PTSD has studied subjects exposed to single
trauma, in clinical practice the vast majority of treatment seeking
patients have histories of multiple traumas, usually interpersonal,
abuse. This gives rise to complex clinical pictures, of which
PTSD is just one dimension. The Trauma Center in Boston is a
large, multidisciplinary, developmentally focused Clinic which specializes
in the treatment of traumatized children and adults. Our
clinic uses a developmentally based assessment tool which helps in
the staging of appropriate treatment interventions. Special emphasis
is placed on providing patients with skills to deal with complex
trauma-based symptoms, such as dissociation, by teaching stablization with DBT techniques, psychoeducational groups, resource
installation, SIT, and body-oriented methods, in which patients are
taught skills to increase their internal locus of control. We will
review the rationale for various psychopharmacological interventions
and the role of groups to enhance the capacity for mutual
relationships. All treatment occurs on the foundation of continuity
of care with one individual therapist who follows the patient’s
progress,explores life issues, helps deal with re-enactment behaviors,
and does trauma-specific treatment, such as EMDR or CBT
for alleviation of trauma-specific symptoms. This conference will
explore these issues in depth and discuss in detail the staging and
applications of various treatment techniques in clinical practice.
Keywords: Complex Posttraumatic Stress Disorder Complex PTSD C-PSTD
Accuracy Verified: Yes
10. Gierasch, M., Greenwald, R., Shapiro, R., & Schubbe, O. (2005, September). Becoming an EMDRIA-approved trainer. Presentation at the annual meeting of EMDR International Association, Seattle, WA.
Language: English
Format: Conference
Abstract:
Four EMDRlA Approved Providers of basic EMDR training, Molly Gierasch,
Ricky Greenwald, Robin Shapiro and Oliver Schubbe, will speak about their
unique experience of becoming trainers and their particular approach, including
training settings and trainee populations, in teaching EMDR. The panel will
address the present EMDRlA process and criteria for potential Approved
Providers of basic EMDR training and the networking, sharing of resources,
and support that has evolved over the last few years for all EMDRlA Approved
Providers of basic EMDR training.
Keywords: Approved Providers Trainer Training
Accuracy Verified: Yes
11. Kaplan, S., Wolper, B., Knipe, J., Gierasch, M., & Preston, J. (2006, September). Becoming an EMDRIA approved trainer. Presentation at the annual meeting of the EMDR International Association, Philadelphia, PA.
Language: English
Format: Conference
Abstract:
The members of this panel will speak about their
unique experiences in becoming Trainers of basic
EMDR and their approaches to teaching basic
EMDR to particular populations in particular
settings: EMDR-HAP training, independent
training, Medical University and University
Graduate School settings, and the challenges and
rewards of training. The panel will address the
process and requirements for becoming an
EMDRIA Approved Trainer and will describe the
networking, sharing of resources, and support that
are available for new, as well as for all, EMDRIA
Approved Trainers.
Keywords: Approved Trainer
Accuracy Verified: Yes
12. Adler-Tapia, R. (2012, October). The bond between theory, research and practice: Teaching therapists “researchease”. Presentation at the annual meeting of the EMDR International Association, Arlington, VA.
Language: English
Format: Conference
Abstract:
Therapists need to understand how evidence based practice drives choice points in treatment planning and intervention. Researchease is not a misspelling, but the concept of helping therapists learn how to read, understand, and discuss research with greater ease. With EMDR, or any treatment modality, therapists need to understand how research drives evidence based programs and practices. Research determines what treatment modalities are supported and funded. With humorous examples and simplistic descriptions, the goal of this session is to help therapists learn gain greater comfort in applying research to clinical practice.
Keywords: Practice Research Theory
Accuracy Verified: Yes
13. Bush, Y. R. (1999, June). Bonding and attachment. Prescott College, AZ.
Language: English
Format: Dissertation/Thesis
Abstract:
This paper reviews the issues of major importance in the current study of bonding and attachment. Adopted children and children who have spent some of their childhood in foster care account for a disproportionate number of unattached children. A review of the history of literature relative to bonding and attachment from Freud to Bowlby and to present day experts is presented. The relatively new diagnosis of Reactive Attachment Disorder and the DSM IV diagnostic features are addressed.
The treatment process, including the various accepted techniques that have been somewhat successful, is described. The newest technique, Eye Movement Desensitization and Reprocessing (EMDR), developed by Francine Shapiro, is being used to help children who have been diagnosed with Reactive Attachment Disorder. The technique is explained in this paper.
Chapter six includes information regarding how to complete a family history and assessment and the outline for a more formal narrative report.
This paper was written to explain bonding and attachment and its format was planned so that parts of it can be used as a teaching tool. The purpose of the paper is to gain knowledge and understanding in this field of study so that children will benefit. Assessing the level of bonding and attachment will assist the helping professional plan appropriate treatment for children and families.
Keywords: Adoption Attachment Bonding Children
Accuracy Verified: Yes
14. Talen, J. (1998, April 21). Can trauma be relieved by the wave of a hand? The controversy over eye movement therapy. Washington, DC: The Washington Post, Health, Z12.
Language: English
Format: Newspaper
Abstract:
"When I started teaching EMDR in 1990, I dubbed it experimental because I didn't want therapists using it without training and then hurting their patients," Shapiro said in a telephone interview. "But there's been eight years of research that shows that it effectively treats post-traumatic stress disorder better than anything out there."
Keywords: General Overview Washington, DC
Accuracy Verified: Yes
15. Greenwald, R. (2007, June). Case conceptualization for EMDR therapists. Presentation at the annual meeting of EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
This workshop will present a phase model of trauma-informed treatment that is consistent with the EMDR protocol and that clearly specifies how to go step by step towards EMDR. Participants will have practice analyzing a case from the trauma perspective, developing a structured case conceptualization and explaining this to clients, developing a structure treatment plan, and applying this model to their own cases. Case conceptualization has been widely identified as a skill in need of further development within the EMDR community; and developing a shared understanding and treatment plan has been identified as among "common factors" of effective therapy. This method of teaching case conpetualization and treatment planning has been documented to lead to improved participant attitudes and behaviors towards their challenging clients.
Keywords: Case Conceptualization
Accuracy Verified: Yes
16. Seubert, A. (2009, April 18). The case of mistaken identity: EMDR and ego state therapy in the treatment of eating disorders. Presentation at the Western Massachusetts EMDRIA Conference "EMDR and the Body," Amherst, MA .
Language: English
Format: Conference
Abstract:
This workshop uses the EMDR eight-phase model to provide an overview for treatment of people with eating disorders. The preparation phase highlights a 4-step method of teaching emotional competence, and the use of ego state therapy to free the Self from an identity with the disordered part(s). Preparation and processing both require body awareness and acceptance, as well as the ability to titrate released disturbance and re-stabilize after EMDR application to touchstone events.
Keywords: Eating Disorders Ego State Therapy
Accuracy Verified: Yes
17. Seubert, A. (2010, June). The case of mistaken identity: EMDR, attachment and ego states in the treatment of eating disorders. Poster presented at the annual meeting of the EMDR Europe Association, Hamburg, Germany.
Language: English
Format: Conference
Abstract:
Attachment
and Ego States in the treatment of eating disorders is a
120 minute program, which introduces participants to
1. the kind of history taking, medical attention and goal establishment
unique to clients with eating disorders,
2, the extensive preparation, which includes emotional expertise
and somatic awareness,
3. the inevitable presence of dissociation and the use of ego state
therapy to access the source of the eating disordered addiction,
4, the need for attachment repair and
5, slight modifications to trauma processing given emotional
fragility and the tendency to return to the disorder. even after
extensive preparation. The modifications entail
A. a return to attachment/reparenting work, even during phases
3-6, a5 a way to 'pendulate' between the traumata and resources,
B. the use of dissociation strategies, e.g., having the eating disordered
part look through the eyes with the client, and
C. titrating the target memories.
THE CASE OF MISTAKEN IDENTITY employs an EMDR phase
model, which includes an evaluation phase, focusing on medical
safety, case formulation and mutual goal creation. In the preparation
phase, participants will learn a4-step method of teaching
emotional competence, and the use of ego state therapy to free
the self from identity with the disordered part&), and strategies
for attachment repair. Preparation and Processing phases both
require body awareness and acceptance, as well as the ability to
titrate released disturbance and re-stabilize (Re-evaluation) after
EMDR application to touchstone events. Video clips, case studies
and case reviews will reinforce learning.
Learning objectives:
1 Participants will describe the trauma-based purpose for dissociation
in eating disorders,
2 will describe the practice of awareness and four steps to
emotional competence.
3. will name two ego-state strategies methods in identifying
and collaborating with ego states,
4. two attachment repair methods, and
5. describe two minor adaptations to the processing phase.
WHAT IS NEW: Eating disorder treatment often recognizes, but
rarely offers treatment solutions, to the traumatic origins of an
eating disorder. This fact, coupled with a lack of awareness of
the role of attachment injury and dissociation, renders many
of the contemporary approaches to eating disorder treatment
incomplete and often ineffective.
Keywords: Attachment, Eating Disorders Ego States
Accuracy Verified: Yes
18. Seubert, A. (2010, April/May). The case of mistaken identity: EMDR, ego states and attachment in the treatment of eating disorders. Presentation at the annual meeting of EMDR Canada, Toronto, Ontario.
Language: English
Format: Conference
Abstract:
In this workshop the presenter explores the presence of dissociation in clients with eating disorders, particularly anorexia nervosa. The approach described employs an EMDR phase model, with expanded evaluation and preparation phases. The extended preparation discussed includes a 4-step method of teaching emotional competence, an introduction to body awareness, and the use of ego state therapy with the disordered part(s). Processing typically requires attachment repair, as well as the ability to titrate released disturbance and re-stabilize after EMDR application to touchstone events. Video clips, case studies and case reviews will reinforce learning.
Keywords: Attachment Eating Disorders Ego States
Accuracy Verified: Yes
19. Seubert, A. (2009, August). The case of mistaken identity: EMDR, ego-states and eating disorders. Presentation at the annual meeting of the EMDR International Association, Atlanta, GA.
Language: English
Format: Conference
Abstract:
This workshop explores the presence of dissociation in clients with eating disorders, particularly anorexia nervosa. The approach employs an EMDR phase model, expanding the evaluation and preparation phases. Preparation presents a 4-step method of teaching emotional competence, as well as the use of Ego-State Therapy with the disordered part(s). Processing requires body awareness, as well as the ability to titrate released disturbance and re-stabilize after EMDR application to touchstone events. Video clips, case studies and case reviews will reinforce learning.
Keywords: Eating Disorders Ego States
Accuracy Verified: Yes
20. Miller, P. W., McDougall, I., O'Rawe, B., & Kirk, R. T. (2007, June). A case series detailing phenomenology, EMDR protocol and clinical outcome of EMDR in severe depression with psychosis, delusional dysmorphobia and schizophrenia. Presentation at the annual meeting of the EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
The author will by means of oral presentation of clinical case material from patients seen as outpatients; didactic teaching and 'question and answer' explore the efficacy demonstrated by EMDR in a series of patients with disorders including ‘depression, severe with psychosis'; delusional dysmorphophobia and schizophrenia.
There will be detailed description and presentation of case studies. The author will present and discuss clinical cases seen by them and another colleague where EMDR has been used in patients preventing to their facility with ‘depression, severe with psychosis;' delusional dysmorphophobia and schizophrenia.
The author will explore the phenomenology of the case material and discuss how it potentially relates, diagnostically, to the utility of EMDR in such cases. Particular mention will be made of the role EMDR had within the overall treatment plan of these cases and discussion of potential indicators that will aid appropriate targeting of cases for EMDR will be made.
A detailed description of how to apply EMDR protocol in monosymptomatic delusional disorder, including delusional dysmorphophobia will be given. This will include discussion of the use of Floatback; explore the use of affect bridge and the possible role of the unconscious or repressed material in the development of psychotic phenomena.
As patient with psychotic phenomena are often on one if not several psychoactive medications, the author will discuss the impact of EMDR on drug therapy in this group of patients with: schizophrenia, depression, severe with psychosis and delusional dysmorphophobia, illustrating the points from the case material. They will also look at the possible effect of medication on the efficacy of EMDR in this client group.
Keywords: Delusional Dysmorphobia Depression Personality Disorders Phobias Psychosis Schizophrenia
Accuracy Verified: Yes
21. Mevissen, E. (2009). Casus 15 – Groetjes van de tandarts: Meisje met ernstige verstandelijke beperking en ingrijpende medische voorgeschiedenis [Case 15 - Greetings from the dentist: Girl with severe intellectual disabilities and a comprehensive medical history]. In H. K. Hornsveld & S. Berendsen (Eds.), Casusboek EMDR, 25 voorbeelden uit de praktijk (1st Ed.), (pp. 229-241). Houten: Bohn Stafleu Van Loghum. doi:10.1007/978-90-313-7358-1_23.
Language: Dutch
Format: Book Section
Abstract:
Nina is 10 jaar oud als ze bijmij wordt aangemeld. Voor de ouders zijn Nina's hevige angsten het kernprobleem. Ze hebben altijd overal oplossingen voor kunnen vinden, maar als de paniek bij Nina toeslaat en Nina blokkeert, dan helpt geen enkel pedagogisch middel meer. Nina heeft last van paniekaanvallen als ze (para)medische behandelingen moet ondergaan. De angst voor ziekenhuizen en artsenbezoeken is het sterkst. In verband met haar aandoening moet zij iedere zes weken naar de oorarts. Deze bezoeken zijn het allermoeilijkst. Haar angsten zijn ook het gewone dagelijkse leven gaan beheersen. Dan is de aanleiding voor een paniekaanval niet altijd zichtbaar.
Nina is 10 years old when they bijmij notified. For Nina's parents are strong fears the core problem. They have always been able to find solutions for anywhere, but when the panic strikes and Nina Nina blocks will help any teaching tool anymore. Nina suffers from panic attacks if they (para) medical treatments. The fear of hospitals and medical care is the strongest. Due to her condition must every six weeks to the audiologist. These visits are the most difficult. Her fears are normal everyday life to dominate. Then the reason for a panic attack is not always visible.
Keywords: Dentistry Intellectual Disability
Accuracy Verified: Yes
22. Various. (2000, November - December). Dibattito sulla EMDR (Eye movement desensitization and reprocessing) [Debate on EMDR (Eye movement desensitization and reprocessing)]. Avvenuto nelle liste "Psicoterapia" di Psychomedia (PM-PT) e Ipsico.
Language: Italian
Format: Other
Abstract:
Estratto: Ho letto con interesse questo scambio annunci sulla tecnica EMDR. L'EMDR ha anche parlato della recente riunione di Moiano, organizzata da Psicologi per i PeopleOn "modelli di intervento in psicologia di emergenza". Come Moiano, vorrei che potesse approfondire un discorso sul tema, proprio perché in psicologia dello stress post-traumatico, l'EMDR è uno dei temi più controversi discussi da una dozzina di anni. A partire dal accuse "scioccanti" di Francine Shapiro, il creatore del metodo con cui la grande maggioranza delle forme di PTSD regrediti rapidamente con alcune sessioni sono associati con i movimenti oculari saccadici evento traumatico 'immagini, ha sviluppato una linea di grandi dimensioni di ricerca si propone di empiricamente testare la reale efficacia del metodo. I risultati di questi studi sono almeno ambigui. Ciò è sottolineato con forza, come in diverse occasioni i ricercatori indipendenti riuscito a replicare i risultati eccezionali che l'insegnamento EMDR IncorporatedThe azienda vende negli Stati metodo di insegnamento Uniti, hanno pubblicato.
Excerpt: I read with interest this exchange listings on the EMDR technique. EMDR has also spoken of the recent meeting of Moiano, organized by Psychologists for the PeopleOn "models of intervention in emergency psychology". As Moiano, I wish it could deepen a discourse on the subject, precisely because in the psychology of post-traumatic stress, EMDR is one of the most controversial topics discussed by a dozen years now. Starting from the allegations "shocking" of Francine Shapiro, the creator of the method by which the vast majority of forms of PTSD regressed rapidly with some sessions are associated with eye movements saccadic 'imagery traumatic event, has developed a large line of research seeks to empirically test the real effectiveness of the method. The results of these trials are at least ambiguous. This is strongly emphasized, as on several occasions independent researchers failed to replicate the outstanding results that teaching EMDR IncorporatedThe company sells in the United States teaching method, have published.
Accuracy Verified: No
23. Muret, M. (2010, April). Dissociative vs. associative techniques to treat dissociation. Presentation at the 2nd Bi-Annual International European Society for Trauma and Dissociation Conference, Belfast, Northern Ireland.
Language: English
Format: Conference
Abstract:
In the past two decades, various effective techniques have been developed for the treatment of trauma: EMDR, EMI, EFT, OEI, NLP, SE, etc. These different techniques inevitably raise the question: “Which techniques should be used for which patients? “ Because dissociative disordered patients may react to trauma work with dissociative detachment, a "low impact" technique is needed. Thus, therapeutic approaches that employ a certain degree of dissociative distancing seem to be well-suited to dissociative patients. Richard Bandler (NLP) and, more recently, Cary Craig (EFT) have developed calm, nondramatic ways to address trauma and solve problems. EMDR, a more associative method, seems better suited to stable patients who possess good resources. This workshop will present a continuum that locates techniques along a scale of increasing degrees of confrontation. Special attention will be given to EFT (Emotional Freedom Techniques), an easy-to-learn method. Techniques for reinforcing the Somatic Self during EMDR sessions will be explained. The second part of this workshop will present a conceptualization for these techniques, based on the works of Stephen Porges, Ellert Nijenhuis and Mihaly Csikszentmihalyi (Flow Theory).
Learning Outcomes The attendee will learn to consider the danger(retraumatization) of an intervention. According to the kind of patient and situation, he will be better able to choose the best available technique. For newcomers a basic methode of EFT will be taught, that can be later used in simple cases. Through a "participative" teaching the attendee will understand and integrate difficult abstracts concepts like: polyvagal model, structural dissociation, mental tension, ...
Keywords: Associative Techniques Dissociation Dissociative Technqiues
Accuracy Verified: Yes
24. Butler, K. (1995, July-August). Divided memories. Family Therapy Networker, 19(4), 1.
Language: English
Format: Magazine
Abstract:
Ann Norris first went to see Laguna Beach psychologist Doug Sawin in 1988. She had recently graduated from college with a degree in music and suffered from insomnia and drank alcohol to sleep. But it was her relationship with her mother, Judy, that troubled her most. After Ann's triumphant college graduation vocal recital, Judy hadn't even congratulated her. Two days later, Judy had called and angrily attacked Ann over the phone until Ann cried.
It was the kind of issue that a good family or individual therapist might have addressed by building on Ann's obvious strengths, teaching her to contain and manage her feelings, and coaching her to develop a better relationship with her mother. But Sawin instead focussed intensely on the past. Ann soon had memories of her father sexually abusing her, and later of elaborate cultic abuse, which her three siblings didn't come close to corroborating. She was hospitalized after attempting suicide, and Sawin bluntly told her father, Al, over the phone, of Ann's charges Al collapsed in tears.
Over the years, Ann drew closer to Sawin while her relations with her family and her own mental state grew more troubled. She was diagnosed with Multiple Personality Disorder and, with Sawin's support, sued her parents and grandparents for $20 million. She spent six years in therapy with Sawin She now describes psychiatric hospitals where she still stays periodically because she cuts and burns herself as her "institutional mothers." She has not spoken to her true mother in six years. And she no longer sings.
It doesn't take a PhD in psychology or a seat on a state licensing board to see that Ann is worse off than when she entered therapy. Millions of nontherapists undoubtedly made just such an assessment when Ann, her therapist and her family told their stories before millions of prime-time viewers on "Divided Memories," a four-hour PBS Frontline documentary screened in early May.
In her wide-ranging investigation of therapy, sexual abuse and memory, producer Ofra Bikel used as her primary subject families divided by recovered memories of abuse. She also managed to persuade nearly half a dozen therapists to do therapy while her camera was running. It was a remarkable event, in which all of America was invited behind the one-way mirror to see therapy in action in the midst of its most divisive controversy and to judge it for themselves.
Keywords: MPD Multiple Personality Disorder
Accuracy Verified: Yes
25. Grabahan, A. (2012, April 5). Dr. Francine Shapiro meets trauma head-on. Santa Rosa Press Democrat. Retrieved from http://bodega.towns.pressdemocrat.com on 11-2-2012 .
Language: English
Format: Newspaper
Abstract:
Unlike many other forms of psychotherapy, EMDR (eye movement desensitization and reprocessing) can bring about relief rapidly, typically after eight 90-minute sessions.
In her new book, “Getting Past Your Past: Take Control of Your Life with Self-Help Techniques from EMDR Therapy” (Rodale Books, 2012), Dr. Shapiro translates the psychotherapy for the lay audience, teaching people how to apply some of the techniques to their own lives, with book profits benefiting the EMDR Humanitarian Assistance Program. Click here to read more about how EMDR can be used for self-help purposes.
[Excerpt]
Keywords: General Getting Past Your Past Overview
Accuracy Verified: Yes
26. Hofmann, A., & Hase, M. (2012, June). EMDR to treat chronic depression [EMDR en el tratamiento de la depresión]. Presentation at the annual meeting of the EMDR Europe Association, Madrid, Spain.
Language: English
Format: Conference
Abstract:
Depression is an often debilitating disease with a high prevalence. Not only is depression associated with other diseases, often leads into disability but shows a high risk of suicides. Relapse is seen often and every relapse increases the risk of chronicity. Research shows that there is no strong correlation with genetic factors but with stressful life-‐events. There is growing evidence of the efficacy of EMDR in the treatment of chronic depression. Two pilot studies show promising data. A European multicenter study is running since 2010. As EMDR is often well tolerated and accepted there is hope to gain another option in the treatment of chronic depression. The EMDR depression protocol aims to achieving more complete remissions of a depressive episode and prevent later relapse. In this workshop the presenters will explain the depression protocol, regarding treatment planning, targeting sequence and techniques. Video demonstration will outline the teaching points and will enable the participant to integrate this approach into clinical practice.
La
depresión
es
a
menudo
una
enfermedad
debilitante
con
una
alta
prevalencia.
No
sólo
se
asocia
a
otras
enfermedades,
en
muchas
ocasiones
puede
derivar
en
una
invalidez
y
muestra
un
alto
riesgo
de
suicidios.
Las
recaídas
son
muy
comunes
y
cada
recaída
incrementa
el
riesgo
de
la
cronicidad.
Las
investigaciones
muestran
que
no
existe
una
fuerte
correlación
entre
los
factores
genéticos,
pero
sí
con
eventos
vitales
estresantes.
Existe
una
creciente
evidencia
de
la
eficacia
del
EMDR
para
el
tratamiento
de
la
depresión
crónica.
Dos
estudios
piloto
muestran
datos
prometedores
en
un
centro
multidisciplinar
que
lleva
funcionando
desde
2010.
Como
la
terapia
con
EMDR
normalmente
es
bien
tolerada
y
aceptada,
existe
la
esperanza
de
contar
con
otra
opción
para
el
tratamiento
de
depresión
crónica.
El
protocolo
de
depresión
crónica
EMDR,
tiene
como
objetivo
conseguir
una
más
completa
remisión
de
los
episodios
depresivos
y
prevenir
las
recaídas.
En
este
taller
los
ponentes
explicarán
el
protocolo
de
depresión
referente
a
la
planificación
del
tratamiento,
detección
de
secuencias
y
técnicas.
Una
demostración
en
vídeo
resumirá
las
pautas
de
actuación
y
permitirá
al
profesional
integrar
este
enfoque
en
la
práctica
clínica.
Keywords: Depression
Accuracy Verified: Yes
27. Omaha, J. (2004, June). EMDR and affect centered therapy. Presentation at the EMDR Europe Association annual meeting, Stockholm, Sweden .
Language: English
Format: Conference
Abstract:
Aim: This presentation will describe the integration of principles of emotion regulation into EMDR therapy for a range of disorders. Population: All ages; mostly Axis I and II disorders. Learning objectives: 1) to describe the development of emotion regulation beginning in the context of the attachment and continuing through adolescence; 2) to describe the origin of emotion dysregulation and psychopathology in deficit experience adversity, and trauma; 3) to describe a protocol, Affect Management Skills Training (AMST), that remediates failures of emotion regulation; 4) to describe how AMST prepares the client for uncovering therapy by providing for containment, safety, emotion regulation, improved left-right hemisphere integration, and remediation of attachment deficits; 5) to describe integration of MAST into EMDR therapies for substance abuse and eating disorders. Abstract: The workshop will summarize the principal affective developments that occur from birth through age four. These include fulfillment of yearning affect, facial imprinting, gaze transaction, stimulation of positive affect, and provision of optimal disapproval-shame experiences. The qualities of the child of “good enough” parenting are described. Developmental failures and their consequences for affect regulation and psychopathology will be described. These include: (1) avoidant attachment leading to problems of anger management, to depression, and development of narcissistic features; (2) anxious-ambivalent attachment leading to development of anxiety-related disorders and borderline features; (3) failure to elicit optimal positive affects leading to impaired vitality across the life span and depression; (4) socialization of the senior toddler with anger, leading to problems with anger expression, or with disgust, leading to problems with shame, impaired self-worth, and defective self-efficacy. Adversity (raised by a single parent, witness to spousal abuse, divorce, substance abuse in the home) and trauma (psychological, physical, and/or sexual abuse) occurring during latency and adolescence will be shown to exacerbate difficulties with emotional regulation.
The seven basic skills of the AMST protocol will be described. These skills provide for regocnition, tolerance, and regulation of both positive and negative emtoins. They include containment, safe place, sensation-affect recognition, sensation-as-signal, grounded and present, noticing, and regulation.
The workshop will describe how AMST prepares the client for uncovering therapy and for EMDR by teaching the client to regulate emotion prior to it elicitation in therapy, by improving hemispheric integration, and by correcting deficits in the attachment.
The workshop concludes by describing how MAST is integrated into EMDR therapy for substance abuse disorders (alcohol, drugs, nicotine) and eating disorders.
Keywords: Affect Centered Therapy Affect Theory
Accuracy Verified: Yes
28. Black, A. (2010, March). EMDR and CBT - Burt and Ernie or Punch and Judy? - a joint treatment approach with complex children and adolescent trauma. Presentation at the 8th EMDR Association UK & Ireland Annual Conference & AGM, Dublin, Ireland.
Language: English
Format: Conference
Abstract:
Are EMDR and CBT sworn enemies or best friends? This
workshop will through teaching, case presentation and small group exercises explore how
Cognitive Behavioural Therapy (CBT) and EMDR can function as a seamless therapeutic
treatment model with children and adolescents of all ages.
Participants will:
• Develop an understanding of what factors constitute complex trauma in children
and adolescents and the hurdles it presents to effective treatment in EMDR.
• Discover what strategies the CBT model can offer in relation to engagement, goal
setting and relapse prevention as part of EMDR treatment.
• Practise designing behavioural experiments for children and adolescents to equip
them to test and apply their new learning following EMDR reprocessing.
• Learn how to utilise the CBT cycle model in providing a rationale for EMDR
treatment for children, adolescents and parents and post EMDR treatment
understanding and consolidation of change.
Keywords: CBT Cognitive Behavior Therapy Joint Treatment Approach Adolescents Children Cognitive Behaviorial Theapy Trauma Treatment Approach
Accuracy Verified: Yes
29. Morris-Smith, J. (2007, April). EMDR and children: Europe leads the way. Therapy Today, 18(3), 9-12.
Language: English
Format: Magazine
Abstract:
It may come as a surprise to discover that Europe is leading the way in the development of Eye Movement Desensitisation and Reprocessing (EMDR) psychotherapy for children and adolescents, and in teaching therapists how to adapt the adult protocol1 for the developmental needs of childhood. How has this been achieved.[Author]
Keywords: Children
Accuracy Verified: Yes
30. Marquis, P. (2007, June). EMDR and the treatment of anxiety disorders. Presentation at the annual meeting of the EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
Dr. Marquis will present on the treatment of Anxiety Disorders using Eye Movement Desensitization and Reprocessing (EMDR). This treatment is based on clinical research and practice, integrating Anxiety Disorder treatments such as interceptive exposure, psych-education, mindfulness, relaxation training, breathing retraining, cognitive techniques and exposure and response prevention with EMDR. The diagnosis of Obsessive Compulsive Disorder, Hoarding, Trichotillomonia, Skin Picking, Panic Disorder, Social Anxiety Disorders, Phobias, Generalized Anxiety Disorder, Somatization Disorder and their interaction with underlying PSTD will be discussed and standard EMDR treatment protocols presented. This will be presented in context of the Adaptive Information Processing Model. Theoretical models will be presented. This treatment integrates the use of future template and behavioral feedback for success of anxiety treatment. Participants will learn how to specify EMDR targets for rapid symptom reduction and how clients scan integrate self-use of bilateral stimulation to increase treatment results. Case examples will be presented. Participants will be encouraged to discuss and receive feedback on anxiety cases of their own. Cross-cultural applications and understanding will be explored. Dr. Marquis is the Anxiety Team Leader at Kaiser Hospital and has been practicing, teaching, and training EMDR internationally since 1991.
Keywords: Anxiety Disorders
Accuracy Verified: Yes
31. Eimer, B. N. (1995, June). EMDR applications for pain management. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
The focus of this 3-hour workshop will be on using EMDR to alleviate emotional distress attendant to coping with acute physical
pain and living with chronic pain. Participants in this workshop will learn:
(a) how to conduct a targeted assessment of the patient whose chief complaint is physical pain;
(b) a guided pain healing meditation;
(c) an EMDR protocol for installing pain relief imagery and self-care techniques;
(d) an EMDR protocol for reprocessing covert pain talk, pain behaviors and pain-related memories;
(e) how to apply A.J. Popky's EMDR protocol for reducing substance abuse (i.e., Overeating,
drinking) and dependence on pain medication in this population.
The presentation will first address how to conduct a structured assessment that identifies targets for EMDR treatment. The
dysfunctional information package associated with chronic pain (termed the "biogram")and "seven keys" to understanding chronic
pain will be discussed. Then, essential principles for designing an effective individual psychotherapy program for the pain sufferer
will be presented.
Next, use of the "seven keys for constructing a guided healing meditation (i.e., Self-care technique) for the pain patient that also
incorporates Francine Shapiro's "light stream" and "spiral" guided meditations will be demonstrated. A script for this, termed the
"C.O.M.P.I.S.S. Pain Healing Meditation," will be distributed.
The workshop will then address how to introduce EMDR to the patient whose chief complaint is physical pain. What EMDR can
do and probably cannot do for pain patients will then be discussed. Next, principles for choosing an initial tarqet for reprocessing
will be discussed.
The presentation will then cover (with clinical case examples):
(1) Red flags and cautions to consider before proceeding with EMDR-
(2) What to do and what not to do if the patient is dissociative;
(3) How to "mirror" and install with EMDR empathic responses to underlying beliefs associated with
"secondary gains" minus primary losses;
(4) Teaching the distinction between pain sensations and suffering;
(5) How to teach and install with EMDR self-care and pain coping techniques such as pain relief
imagery, mental distraction techniques, safe place imagery, and positive motivation for healthy
self-care behaviors;
(6) How to directly address with the patient the application of "cognitive psychology" and imagery
for pain reduction;
(7) EMDR reprocessing of memories around the pain's origins;
(8) EMDR reprocessing of pain-related conflicts, negative beliefs, negative past experiences,
internalized self-identifications, self-punitive tendencies and self-defeating behaviors;
(9) Eliciting core negative pain coping cognitions and suggesting preferable positive cognitions to the pain patient;
(10) EMDR reprocessing of negative cognitions associated with depression and anxiety.
(11) Use of EMDR to facilitate mental rehearsal of coping responses to pain triggers;
(12) Material that often comes up in using EMDR with pain patients;
(13) Strategically restructuring patient "resistance" with coanitive interweave;
(14) Managing narcotic and pain medication seeking behavior and substance abuse;
(15) Use of Popky's EMDR protocol for reducing medication dependence and substance abuse in
this population;
(16) Treating pain patients who also have PTSD.
Videotaped case excerpts will be shown that illustrate important points covered.
If time permits, participants may be able to briefly discuss EMDR applications to specific medical and pain patient populations.
Keywords: Chronic Pain Pain Pain Management
Accuracy Verified: Yes
32. Mitchell, J. T., & Solomon, R. M. (1995, June). EMDR applications to critical incident stress management. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
A critical incident is any situation that causes unusually strong emotional reactions that have the potential to interfere with a person's
ability to function immediately after the incident or later. These are situations that overwhelm a person's sense of vulnerability
and/or control.
A critical incident stress debriefing (CISD) is a psychoeducational group meeting or discussion about a traumatic incident which
ideally takes place within 72 hours of the event. The goals of a CISD are to mitigate the psychological impact of a traumatic event,
prevent subsequent development of a post-traumatic syndrome, accelerate recovery, and serve as an early identification mechanism
for people who need further follow-up, including EMDR.
The steps of a CISD include:
1) introduction - to introduce the intervention team, explain the process, and set expectations.
2) fact - to describe the event from each participant's perspective on a cognitive level.
3) thought - to allow participants to describe cognitive reactions and to transition to emotional reactions.
4) reaction - to identify the most traumatic aspect of the event for participants.
5) symptom - to identify personal symptoms of distress and transition back to the cognitive level.
6) teaching - to educate as to normal reactions and adaptive coping strategies
7) reentry - to clarefy ambiguities and prepare for termination; access for follow-up.
In the opinion of the authors, the CISD facilitates the processing of the traumatic information before it becomes crystallized in
dysfunctional form.
EMDR can be very effective shortly following a CISD, and is particularly usehl for participants who are experiencing distress or
intrusive symptoms after the CISD. The CISD structure helps the participant understand the traumatic impact of the incident and
provides support and guidance toward adaptive resolution. The EMDR process begins where the CISD leaves off. The CISD helps
to delineate the traumatic image, negative cognition, and emotions associated with the event, making the subsequent EMDR process
more efficient. EMDR appears to have a very powerful and rapid effect after the CISD, perhaps, because of the initial processing.
In other words, the CISD initiates an adaptive processing of the traumatic information; EMDR completes it.
EMDR can be implemented individually immediately following the CISD, or the next day. While the CISD is a group process,
EMDR is an individual method. EMDR can be explained during the teaching phase of the CISD or after the CISD to the whole
group, but EMDR treatment is done individually and privately. EMDR can go beyond a CISD in targeting previous traumas that
may underlie the current incident, delve deeper into the meaning of the incident for the person, and target specific stimuli that are
relevant to the individual (e.g. Smells, tastes, etc.).
The workshop will discuss the application of EMDR to critical incidents. The protocol for recent events will be reviewed.
Guidelines for negative and positive cognitions will be discussed. For example, a critical incident usually involves issues of
responsibility ("Is it my fault?"), Safety ("Am I safe?"), And/or control ("Do I have choices in life?). It is important that such
dynamics are understood when formulating the negative cognition.
The dynamics of fear, a framework for understanding a critical incident and resolving issues of vulnerability and powerlessness, will
be presented. The model discusses the importance of going beyond defining the moment of peak stress to elucidating subsequent
thoughts, actions, and decisions. The implications for cognitive interweaves will be discussed.
Keywords: CISM Critical Incidence Stress Management Recent Events
Accuracy Verified: Yes
33. Greenwald, R. (1998, September). EMDR cures kidney stones?: A case report. EMDRIA Newsletter, 3(3), 32.
Language: English
Format: Newsletter
Abstract:
When I was teaching EMDR to a small group of professionals last year, I had occasion to demonstrate various portions of EMDR treatment of a medical problem during Day 3 of the course (roughly equivalent to the first half of Level II). The participant was a middle-aged man who had suffered for months with complications related to kidney stones which he failed to eliminate from his system, leading to installation of a shunt and entailing frequent infection. He was barely able to attend class, felt constantly exhausted and ill, and lived on liquids and medications.
Keywords: Case Report
Accuracy Verified: Yes
34. Meignant, M. (2012, April). EMDR for a child (EMDR training on the River Kwai). Presentation at the annual meeting of the EMDR Canada, Montreal, Quebec, Canada.
Language: English
Format: Conference
Abstract:
During the EMDR training session, organized in Thailand by Trauma-Aid, HAP Germany and «Terre des Hommes» Germany , psychologist, Dagmar Eckers treated a young Indonesian boy called Ooz, who suffered from the Tsunami. His symptoms showed nightmares and a lack of concentration. This documentary film presents two sessions of EMDR on the 10 year-old child. It also shows the efforts of the EMDR trainers who, with the help of charitable organizations, trained the Burmese, Chinese, Indian, Indonesian and Thai therapists to become autonomous in practicing and teaching EMDR.
Learning objectives:
1. How to use EMDR to relieve the traumatic consequences of a disaster
2.The use of EMDR with a child in a different social and cultural setting. (the 8 phases of EMDR in this context)
Keywords: Children River Kwai Training
Accuracy Verified: Yes
35. Eliscu, D., & deGraffenried, D. (2009, August). EMDR group work in community mental health: engagement, stabilization, and preparation for treatment. Presentation at the annual meeting of the EMDR International Association, Atlanta, GA.
Language: English
Format: Conference
Abstract:
This workshop will address innovative EMDR group practice within an outpatient community mental health setting. As the poor, people of color, the disenfranchised, and multiply traumatized become our agency clients, clinicians are developing innovative, recovery oriented and solution based treatment models. Specific content to be reviewed will include a revolving five-session, time limited group model, teaching the theory of EMDR in a group setting, helping clients to recognize affect, use of limited BLS in group sessions, evaluative client solution based satisfaction scaling questions, and flexible group composition. Client videos will be shown to explore client feedback, satisfaction, and how the group process has supported and enhanced their recovery.
Keywords: Community Mental Health Group Work
Accuracy Verified: Yes
36. Farrell, D., Keenan, P., & Basil, J. (2006, March). EMDR HAP training in India in the aftermath of the tsunami. Presentation at the 4th annual Conference of the EMDR UK & Ireland Association, London, UK.
Language: English
Format: Conference
Abstract:
On 26th December 2005 the southern coastline of India was hit by a tsunami, which resulted in the deaths of over 28,000 people. This natural disaster caused the widespread devastation to the region. As part of the EMDR Humanitarian Assistance Programme as series of EMDR Levels 1 and 2 were established in Chennai, Southern India offering training to mental health workers specifically working the tsunami affected areas. The project was funded by Cerner/First Hand Foundation project with the remit primarily focusing upon the trauma impact upon children. For the purpose of this presentation, the Chennai project will be outlined, providing insight into how the trainings were carried out from a teaching and learning perspective. It will also consider trauma experiences from a cultural viewpoint, which potentially challenges western constructs of PTSD phenomena. Particular attention wil be focused upon the aspects of the Negative and Positive Cognition and how this seems to be potentially a cultural component to the EMDR protocol. Indian practitioners determined that 'mind and body' are one in the same. Yet EMDR training emphasises the importance of distinguishing between thoughts and feelings. As a result many of the trainees struggled with this aspect. Discussion will also explore more widespread trauma characteristics of the tsumani including how the trauma impacted from an individual, family, and community perspective.
Keywords: HAP Training Tsunami
Accuracy Verified: Yes
37. Darker-Smith, S. (2007, June). EMDR installation for facilitating emotional identification in the treatment of attachment disorders. Poster presented at the annual meeting of the EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
The accessibility of emotions in children with attachment disorders is known to be complex at best. This presentation looks at a new method of enabling a child dissociating from emotions with severs attachment disorder and complex, traumatic histories to access emotions using the installation phase of EMDR.
For teaching purposes, this presentation will use real-life cases of 4 attachment disordered children where EMDR has been used successfully. All the children had been taught safe space (or similar containment methods) to enable them to self regulate their emotions – however, prior to the installation they did not experience emotions to self regulate.
In all four cases, none of the children were able to access emotions and were severe attachment disordered. The children aged between 12 to 13 years of age and all had a diagnosis of attachment disorder, comorbid with post traumatic stress disorder. Most of the children did not experience emotions directly and when asked where they “felt emotions,” would state that they experienced emotion because they were told that they were experiencing emotion.
An example is one child who mentioned that she had been angry – she only knew this, because an adult had told her she was angry. Some4times, her hands were mottled when she was angry – but there appeared to be no internal awareness of emotional feelings. The three other children reported similar lack of awareness of internal emotions.
Using the installation phase of EMDR within the context of a one-to-one therapy session, each child was asked to focused on a particular emotion and focus where in their body they experienced any feelings which may be associated with emotion.
The children began to describe complex emotions, which they had never previously been able to. Many of these children had never cried or expressed emotions “normally” prior to this. An example of one child’s experience follows. “I feel sad in my heart. It feels cold – as if someone has smashed it into a thousand bits. It’s blue and very lonely. It feels empty.” (This was a child who had never experienced any internal emotion since the age of t when he remembered feeling angry at being taken away from his parents by a social worker. This was the last time he remembered every experiencing any kind of emotion).
Following this, all the children were also encourage to sit with their new emotions and not to be afraid of them.
One child reported: “I never knew how god it could feel to finally be allowed to cry and my throat doesn’t feel so stuck no more.”
Another child stated, “It feels good to be sad. When I cry – that stops my heart hurting so much and the treats make the glue to fix my broken heart.”
Another child experienced: “It’s okay to be angry. Anger isn’t scary – it’s just a feeling – just because I feel it doesn’t mean I have to kick off – and it feels strong to e angry – I have a right to be angry and that’s okay.” So far, we have not experienced an unsuccessful outcome; however, this method is still in the early stages of being developed.
Keywords: Attachment Disorders Emotional Identification Poster
Accuracy Verified: Yes
38. Forgash, C. (2009, August). An EMDR treatment approach to addressing health problems of complex trauma survivors. Presentation at the annual meeting of the EMDR International Association, Atlanta, GA.
Language: English
Format: Conference
Abstract: In this workshop, the EMDR clinician will learn how to deal with the effects of trauma, PTSD, illness, and chronic pain often suffered by complex trauma clients. Participants will understand how these issues interfere with access to healthcare and successful treatment. This workshop will demonstrate how to help the client avoid retraumatization in healthcare settings, by teaching interventions within the preparation phase for management of dissociation and affective problems, as well as PTSD symptoms. Clinicians will learn how to develop connections between present health problems (chronic illness, pain) and earlier trauma, to develop specific EMDR targets for reprocessing. This workshop will emphasize skills development and future template work.
Keywords: Health Problems Trauma Survivors
Accuracy Verified: Yes
39. Dellucci, H. (2011, February /March). EMDR using gearbox technique and letters. Presentation at the EMDR Association of India – Mumbai Chapter, Delhi, India .
Language: English
Format: Conference
Abstract:
The new protocol has been likened to the gears of a vehicle where on each speed a certain amount of work is done to deal with the trauma in a gradual fashion.
Speed zero deals with stabilization;
speed 1 deals with desensitizing future fears;
speed 2 touches upon desensitizing emotions or body sensations without touching on the actual trauma. At speed 3 the client works on early imprints (any issues from the age of birth to 3 years). Speed 4 deals with desensitizing present triggers and speed 5 deals with use of EMDR on past events. Helene will also be teaching how she also ingeniously uses LETTER WRITING(from the future or standard) with bilateral stimulation. The above protocol is useful even for dissociative or complex trauma clients
Helene has summarized her therapy by saying: “Different clients evolve at different speeds, as a function of many parameters that we often are not able to control as therapists. Our basic assumption is that clients go as fast as they can, given their particular situation.
If they slow down, it is because they have good enough reasons, whether conscious or not.
What we try to avoid is them slowing down because of the therapist. Our motto is to progress as fast as possible, as long as the road and the weather permit it, and go as slowly as necessary to keep the journey secure.”
Keywords: Gearbox
Accuracy Verified: Yes
40. Ferrell, D. (2013, May). Enhancing EMDR clinical supervision skills for EMDR accredited vonsultants. Presentation at the annual EMDR Canada Conference, Banff, Alberta CAN.
Language: English
Format: Conference
Abstract:
In the last 20 years EMDR has progressed from that of a technique to a psychotherapeutic method. Yet the format
of EMDR trainings remains fairly short in duration. This workshop will outline some of the research findings from
a Delphi study that were carried out with an international group of EMDR Consultants which explored four areas:
1. EMDR Protocol
2. Teaching & Learning of EMDR
3. EMDR Research & Development
4. Professional Standing of EMDR
The implications of the research findings will be discussed in relation to ‘core characteristics’ of the EMDR
Consultant and will utilise a model of clinical supervision as a framework for ascertaining EMDR clinical skills
and competency. Learning objectives:
• Critically consider the current teaching and learning of EMDR
• Integrate the core aspects from a Delphi study which explores aspects around EMDR practice, development
and clinical governance
• Evaluate the key components of EMDR Consultants with particular reference to EMDR clinical supervision and
Consultation
Keywords: Consultation
Accuracy Verified: Yes
41. Foster, S. (2008, June). Enhancing EMDR resource installation with techniques from positive psychology. Presentation at the annual meeting of the EMDR Europe Association, London, England.
Language: English
Format: Conference
Abstract:
The field of positive psychology is emerging as a specialty area within psychology. As such, it has much to offer us
as clinicians and those of us who have been involved in peak performance work. This workshop provides the
participants with immediately usable techniques that can enhance their existing resource work with clients.
There is a well established empirical basis for the efficacy of the techniques presented, very much in keeping with
EMDR’s scientific roots. This workshop is the first effort (originally conducted in 2003 at the EMDRIA Conference)
20
to integrate into EMDR Peak Performance work specific techniques from positive psychology, the emerging
science of happiness and excellence and strengths such as courage. The presenter will explain how the EMDR
Peak Performance protocol (which she co-created) is based on the standard EMDR protocol with three
modifications: the Future is emphasized; resource development is oriented toward empowerment and
possibility; and skills are taught to help clients reach optimal functioning. While the ‘Peak’ protocol already had
self-actualization as its goal, its efficacy is enhanced by integrating the positive psychology techniques of using:
positive emotions in the performance venue of importance to the client; the Appreciative Inquiry method for
envisioning the future and for performance improvement; and optimistic explanatory style. Given time
constraints, it is not possible to fully prepare participants to use the Peak Performance protocol. However, in an
interactive format that includes a mini practicum, participants will be able to:
1-describe the key differences between the Peak and basic protocols,
2-help clients develop ‘Peak’ resources,
3-begin to establish an empowerment stance with clients, 4-summarize the benefits of teaching clients basic positive psychology concepts,
5-pursue further learning from the extensive positive psychology bibliography
Keywords: Postive Psychology Resource Installation
Accuracy Verified: Yes
42. Farrell, D. (2011, August). An exploration of the future research priorities needed in promoting the development of the teaching and learning of EMDR: A delphi study. Presentation at the annual meeting of the EMDR International Association, Orange County, CA.
Language: English
Format: Conference
Abstract:
Research Question: What are the future research priorities needed in promoting the development of the teaching and learning of EMDR? The Delphi Expert Panel was asked questions in relation to the following four areas: (1) Their utilization of EMDR within their current clinical practice specifically in relation to their interpretation of the EMDR protocol, (2) teaching and Learning of EMDR, (3) EMDR Research & Future developments, and (4) the Professional Standing of EMDR. Data was carried out using an online form of data collection known as ‘Survey Monkey’. For the purpose of this presentation data will be presented from this study outlining the implications for the future teaching and learning of EMDR.
Keywords: Delphi Study Future Research
Accuracy Verified: Yes
43. Holden, S. (2012, October). Floating further back. Presentation at the at the 4th Autumn EMDR Workshop Conference, Sheffield, UK.
Language: English
Format: Conference
Abstract:
This workshop provides an explanation of the ability of the body-based floatback to take us ‘further back’, by teaching the anchoring of a positive memory and the use of this anchor to dilute difficult emotions if they become overwhelming during an EMDR floatback. I shall argue that developing a powerful method of floating back is very helpfully achieved by combining, as appropriate, body-memories with a ‘framed’ (framed to give some distance) visual backward tracking through the life story, to the earliest memory –and combined this with client stopping and starting.
Keywords: Body-Based Floatback
Accuracy Verified: Yes
44. Adler-Tapia, R. (2006, September). From research to practice: What the research has taught us about training therapists to use EMDR with young children. Presentation at the annual meeting of the EMDR International Association, Philadelphia, PA.
Language: English
Format: Conference
Abstract:
Our initial research study explored the therapist's ability to demonstrate fidelity to the EMDR protocol with young children. While data collection focused on documenting fidelity to the EMDR protocol, ancillary data emerged that identified skills and training that therapists needed in order to successfully implement the full EMDR protocol in the treatment of children. The preliminary content analysis of the data from the research group identified six major themes that impact treating children with the full EMDR protocol that include therapist issues, client issues, treatment issues, parent/home environment issues, clinical environment issues and therapist training issues. This presentation will review the findings from the research with focus on teaching specific skills for therapists to improve their practice of using EMDR with young children. Therapists need to understand the implication of attachment and attunement in the therapeutic relationship, the impact of parents and the home environment on the treatment, and learn skills to teach children emotional literacy in order to improve the efficacy of EMDR in the treatment of young children. This presentation will summarize the advanced skills that therapists working with young children will need after completing basic training in EMDR. With consultation focused on EMDR and additional training in using EMDR with young children, the research study has demonstrated that therapists trained in child development and play therapy can successfully implement the full eight phases of EMDR with children.
Keywords: Children
Accuracy Verified: Yes
45. Matthess, H., & Mehrotra, S. (2008, June) . HAP-Europe: The European umbrella organization for non-profit projects teaching trauma therapy. Keynote presented at the annual meeting of the EMDR Europe Association, London, England.
Language: English
Format: Conference
Abstract:
EMDR-Humanitarian Assistance Programs Europe (HAP-Europe) an
umbrella organization for all European national non-profit organizations
and individual projects teaching trauma therapy including EMDR in a large
number of European, Asian and African countries. It is a sister organization
of EMDR – HAP in US and the information platform to exchange
information and knowledge of current and ongoing trainings on a non
commercial basis. We try to build up a global network of clinical
psychologist, psychotherapists and psychiatrist who travel to places where
is a need to teach trauma therapy and to prevent the after-effects of
trauma and violence like the tsunami regions and earthquake areas. Till
now a lot of HAP volunteers bring a powerful mental health resource to
regions overwhelmed by the stress of natural disaster or local conflict
areas. This presentation will give examples from all around the world of
how HAP projects shift the focus from disaster response to mental health
resource development.
Keywords: Earthquake India Keynote
Accuracy Verified: Yes
46. Crenshaw, D. (2008, September-October). The healing power of play; Helping the traumatized child find safety again. Psychotherapy Networker, 32(5), 61-65.
Language: English
Format: Magazine
Abstract: W
hen children are too anxious, afraid, or traumatized to play, they can't utilize this natural resource of childhood to relieve a painful emotional state. Child therapists can help children reclaim this vital feature of emotional self-regulation by teaching, modeling, and setting the stage for the child to play.
Keywords: Children Play Therapy Psychotherapy Youth
Accuracy Verified: Yes
47. Marcus, S. (2005, September). Integrated EMDR headache treatment. Presentation at the annual meeting of the EMDR International Association, Seattle, WA.
Language: English
Format: Conference
Abstract:
Ninety percent of the American public gets occasional headaches. An estimated fifty million Americans have severe re-occurring headaches. Up until now, the primary treatment for headaches has been pharmaceuticals. This workshop
seeks to familiarize you with a non-medication natural alternative for the treatment of headaches that utilizes EMDR. This workshop will employ lecture, demonstration and actual practice of the Integrated EMDR approach. The purpose of this teaching strategy is to prepare you for clinical practice. Objectives include understanding headache etiology, headache trigger
identification, threshold theory, training in the integrated EMDR prorocol used in Dr. Marcus' headache research, discussion of protocol utilization in clinical practice, informed consent, transference issues, and discussion of the role of provider when deploying this approach. This workshop is for advanced
EMDR practitioners but previous experience in headache treatment is not required.
Keywords: Headache
Accuracy Verified: Yes
48. Darker-Smith, S. (2008, June). Integrating emotion for attached-disordered and dissociated children. Presentation at the annual meeting of the EMDR Europe Association, London, England .
Language: English
Format: Conference
Abstract:
The accessibility of emotions in children with attachment disorders is known to be complex at best. This
presentation looks at a new method of enabling children disassociating from emotions with severe attachment
disorder and complex, traumatic histories to access emotions using the installation phase of EMDR. For teaching
purposes, this presentation will use real-life cases of 4 attachment disordered children where none of the
children were able to access emotions and were attachment disordered. The children were aged between 12 to
13 years of age and all had a diagnosis of attachment disorder, co-morbid with post traumatic stress disorder.
Most of the children did not experience emotions directly. Using the installation phase of EMDR within the context of a one-to-one therapy session, each child was asked to focus on a particular emotion and focus on
where in their body they experienced any feelings, which may be associated to that emotion. The children began
to describe complex emotions, which they had never previously expressed, prior to this. An example of one
child�s experience follows: �I feel sad in my heart. It feels cold � as if someone has smashed it into a thousand
bits��. Following on this, all the children were also encouraged to sit with their new emotions and not to be
afraid of them. One child stated: �It feels good to be sad. When I cry � that stops my heart hurting so much and
the tears make the glue to fix my broken heart.� So far, we have not experienced an unsuccessful outcome;
however, this method is still in the early stages of being developed.
Keywords: Attachment Disorders Dissociation Children
Accuracy Verified: Yes
49. Foster, S. (2004, June). Integrating positive psychology concepts into the EMDR peak performance protocol. Presentation at the annual meeting of EMDR Europe, Stockholm, Sweden .
Language: English
Format: Conference
Abstract:
This workshop is the first effort to integrate EMDR Peak Performance with techniques from positive psychology, the new science of happiness and excellence and strengths such as courage. The presenter will explain how the EMDR Peak Performance protocol (which she co-created) is based on the standard EMDR protocol with three modifications: the Future is emphasized; resource development is oriented toward empowerment and possibility; and skills are taught to help clients reach optimal functioning. While the ‘Peak’ protocol already had self-actualization as its goal, its efficacy is enhancing by integrating the positive psychology techniques of using: positive emotions in the performance venue of importance to the client; the Appreciative Inquiry method for envisioning the future and for performance improvement; and optimistic explanatory style. Given time constraints; it is not possible to fully prepare participants to use the Peak Performance protocol. However, in an interactive format that include mini practica, participants will be able to: 1) describe the key difference between the Peak and basic protocols 2) help client develop “Peak’ resources 3) begin to establish an empowerment stance with clients 4) summarize the benefits of teaching clients basic positive psychology concepts 5) pursue further learning from the extensive positive psychology bibliography.
Keywords: Positive Psychology Protocol
Accuracy Verified: Yes
50. Herbert, C. (2004, June). Introduction to a safe place installation protocol for use with clients who have no pre-existing concepts or feelings of safety. Presentation at the EMDR Europe Association annual meeting, Stockholm, Sweden .
Language: English
Format: Conference
Abstract:
Theoretical background: The teaching of a “safe place installation protocol” forms part of the standard EMDR training and for my EMDR practitioners and consultants alike it belongs to their repertoire of EMDR treatment techniques. Such a protocol requires clients to access and identify with an experienced place of safety in their lives. Complex (i.e., Type II) trauma clients, as well as other clients which have not been able to build a secure, positive sense of inner self, as a result of their unsafe experiences during most of all of their life, however, may find it very difficult to access and identify a safe place, which they can draw on during the use of EMDR safe place installation protocol. The standard safe pace installation protocol therefore frequently does not work for these clients. Yet, it is suggested in this presentation that access to the inner ‘safe place’ resource can be of particular therapeutic benefit for this client group. In recognition of the need for such a resource, Dr. Herbert has developed an alternative version of an EMDR-based safe place installation protocol, which draws on all sensory modalities (involving, cognitive, emotional and somatic systems) that will work with clients who have no known prior access to a place of safety in their lives.
Aim of presentation: The conference audience will have the unique opportunity to experience Dr. Herbert’s safe place installation protocol’ during an in-vivo EMDR demonstration session. Suggested variations of the protocol tailored to individual client differences and clinical applications for the use of such a resource with this client group will also be explored. The latter will include use of the protocol as an inner anchoring point that clients can access and connect to in situations of crisis in their daily life and as an aid to facilitate the rebalancing of nervous system functioning.
Keywords: Complex Trauma EMDR Resource Installation Protocol Safe Place
Accuracy Verified: Yes
51. Dunne, T., & Farrell, D. (2011). An investigation into clinicians' experiences of integrating EMDR into their clinical practice. Journal of EMDR Practice and Research, 5(4), 177-188. doi:10.1891/1933-3196.5.4.177.
Language: English
Format: Journal
Abstract:
This study was conducted in the United Kingdom at two major conferences to examine how therapists (N = 83) integrated eye movement desensitization reprocessing (EMDR) into their clinical practice. Data from a mixed methodology suggests that up to 40% of the sample experienced difficulties post-EMDR training. Results indicated that analytically trained and humanistic therapists experienced significantly more difficulties in integrating EMDR into the current clinical practice than integrative or cognitive behavioral clinicians. This study also ascertained that EMDR clinicians experienced workplace difficulties and challenges. Consideration is given to how the study findings may have implications for both the teaching and learning of EMDR and workplace issues.
Keywords: Dissemination of Empirically Supported Therapies Integration Psychtherapeutic Orientations
Accuracy Verified: Yes
52. Farrell, D. (2005, June). An investigation into participants’ experiences of EMDR training and the implications for future developments in the teaching and learning of EMDR. In Teaching EMDR. Symposium conducted at the annual meeting of the EMDR Europe Association, Brussels, Belgium.
Language: English
Format: Conference
Abstract:
This study investigates the experiences of participants (N=103) who had
undertaken EMDR Level 1 or 2 training in Ireland. The audit ascertained
participant's core profession, main psychological treatment orientation,
present utilization of EMDR within current clinical practice, number of clients
treated, types of referral issues, average number of sessions, and provision
for clinical supervision. In addition participants provided feedback as to their
views on their EMDR training experience. EMDR trainings were criticised in
areas which included participant involvement, group practicum's,
competency and fitness to practice, clinical supervision, post training
professional development, and the lack of any systems of assessment of
either knowledge or application of EMDR. The findings were integrated into
the development of a university based EMDR training at Masters Degree
level with multiple modes of assessment.
Accuracy Verified: Yes
53. Farrell, D., & Keenan, P. (2010, July). Is present EMDR training "fit for purpose?". Presentation at the 1st EMDR Asia Conference, Bali, Indonesia.
Language: English
Format: Conference
Abstract:
This presentation will outline two research studies the first: ‘A Five Year Investigation into Participant’s Experiences of EMDR
Training in the UK & Ireland and the Implications for Future Developments in the Teaching and Learning of EMDR – 3rd
Stage Evaluation Study’ (Farrell & Keenan, 2010) and the second ‘EMDR: What are Therapists Saying’ (Dunne & Farrell, 2010).
Shapiro considers that the goals of therapy are often greatly influenced by the clinician’s paradigm and personal world
view. Consequently both studies wished to explore the implications as to participant’s experiences of their EMDR training,
Accuracy Verified: Yes
54. Lipke, H. (1995). Manual for the teaching of Shapiro's EMDR in the treatment of combat-related PTSD. Pacific Grove, CA: EMDR Institute.
Language: English
Format: Book
Abstract:
Manual for the Teaching of Shapiro’s EMDR in the Treatment of Combat Related PTSD. An original Professional Psychology manuscript outlining the basic tenets of EMDR and their application to the treatment of post-traumatic stress in combat veterans. [EMDR-HAP]
Keywords: Combat Military Posttraumatic Stress Disorder PTSD Veterans War
Accuracy Verified: Yes
55. Greenwald, R., Lebeau, T. M., & Lemay, J. (2008, Mai). MASTR (Greenwald, 2005), un modèle de traitement pour jeunes avec des problèmes de conduite qui tient compte du trauma [The MASTR Protocol (Greenwald, 2005) is a treatment model for youths experiencing conduct problems with a trauma focused framework]. Présentation à la Conférence EMDR Canada, Montréal, Québec, Canada.
Language: French
Format: Conference
Abstract:
Le modèle «conte de fées» et la thérapie MASTR pour traiter les traumatismes chez les jeunes ont été développés par Dr. Ricky Greenwald. Il s’agit d’un protocole thérapeutique préparatoire pour faciliter l’EMDR avec les préadolescents et adolescents. Ce modèle a permis d’obtenir des résultats intéressants pour ce qui est de l’intervention face à divers comportements problématiques, notamment les troubles de la conduite, l’agression, la violence familiale, la maltraitance et l’abus de substances. Cette présentation propose un survol des éléments du cadre théorique, un résumé des résultats de recherche en appui au modèle et l’enseignement
d’habiletés cliniques qui tiennent compte du trauma pour effectuer l’évaluation et la planification du traitement. À l’aide d’exercices pratiques, d’une démonstration et d’un extrait vidéo, les quatre premières séances seront
abordées : la prise de contact, l’histoire des traumas ou des pertes, le rêve d’avenir et le contrat.
The Fairy Tale Model and MASTR Protocol in the treatment of traumas in youths were both developed by Dr. Ricky Greenwald. It’s a protocol designed to prepare for and to facilitate EMDR processing with pre-teens and teens. This approach provides interesting results with a wide array of problem behaviour: aggression, family
violence, substance abuse, etc. This workshop’s goal is to present the theoretical framework for this model, the results of studies supporting its use, as well as teaching clinical skills that take into account the trauma history when evaluating and planning for treatment. This workshop will focus on the first 4 sessions: contact – history taking (trauma & losses) – dreams for the future – and the therapeutic contract. Practices, demonstrations and video excerpts will be provided.
Keywords: Adolescents Fairy Tale Model, MASTR Protocol
Accuracy Verified: Yes
56. Darker-Smith, S. (2007, June). Mindfulness as a stabilisation tools for trauma processing. Poster presented at the annual meeting of the EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
Both EMDR and Trauma-Focused CBT are the two main recommended treatments for symptoms of trauma meeting diagnostic criteria for Post Traumatic Stress Disorder.
In accordance with current literature, contrasting the use of Trauma-Focused CBT with EMDR, it has been found in practise by the author that overall, clients using EMDR experience significantly less long-term distress and appears to process much more quickly than clients engaging in trauma-focused CBT. However, the effect of bodily sensations does not tend to differ between the two groups nor does flashbacks or dissociative tendencies.
Specifically, dissociation is not uncommon in traumatised clients and in clients with a diagnosis of post traumatic stress disorder. The existence of dissociative tendencies can pose a realistic problem in effectively processing traumatic memories, regardless of whether the method being used is trauma-focused cognitive-behavioural exposure-based methods or EMDR.
Mindfulness has been utilised by the Author as a stabilisation method for reducing dissociation in clients, prior to trauma processing (CEP conference – Darker-Smith, 2005) and has since been found to reduce dissociation on the DES scale, when measured pre and post teaching clients the basics of the MBSR programme (taught on a 1-to-1 basis).
Equally, the level of flashbacks and bodily reactions subside dramatically when Mindfulness is taught prior to trauma processing, compared with clients who engage in trauma processing without any form of stabilisation.
The author has not found any evidence that the use of Mindfulness body-scan increases traumatic body memory in trauma survivors.
The purpose of this workshop is to explore the application of mindfulness, through experiencing aspects of the Mindfulness programme. Case studies will be presented to demonstrate the application of mindfulness as a stabilisation took, paying specific attention to clients with dissociative tendencies and personality disorders evolving from trauma.
In addition, role plays between participants will be used to practise the skills of mindfulness in relation to stabilisation prior to trauma processing.
Keywords: Mindfulness Poster Stabilization
Accuracy Verified: Yes
57. Maxfield, L. (2009). On science, orthodoxy, EMDR, and the AIP, H. Lipke, Response from the editor. Journal of EMDR Practice and Research, 3(2), 109-112. doi:10.1891/1933-3196.3.2.109.
Language: English
Format: Journal
Abstract:
The Journal ’s instructions to authors are located inside
the back cover of every issue. The relevant passage
stated, “Articles that recommend a clinical approach
that differs from EMDR’s standard protocol or its
foundational Adaptive Information Processing model
(Shapiro, 2001) should explain these differences.”The purpose of this instruction was to encourage
clarity rather than conformity. It is important for
Journal readers, some of whom have not been trained
in this method, to know whether the techniques described
are standard for eye movement desensitization
and reprocessing (EMDR) or variations on the
protocol. For example, the reader of an article describing
a technique that combines EMDR with aspects of
another psychotherapy approach such as hypnosis
could assume that hypnotic inductions were part of
standard EMDR unless it was stated clearly which elements
were adapted from that method. The request that authors also clarify points of divergence from
the adaptive information-processing (AIP) model was
similarly intended to generate clarity. It is consistent
with the recognition that a common platform for discussion
is needed, even if that platform is imperfect.
It is also consistent with Shapiro’s teaching of the AIP
model as a clinical heuristic that is subject to revision
in the face of new data or more compelling models.
Rather than thwarting discussion, the request that authors
explain points of disagreement was designed to
promote deeper consideration of the mechanisms and
models underlying EMDR.
In response to Dr. Lipke’s letter, the Journal ’s Editorial
Board engaged in a thorough review process to
examine the value of this instruction and invited responses
(see letters above) from Dr. Shapiro and the
EMDRIA’s Board of Directors to further illuminate
the process. The Editorial Board has a diverse membership,
and there were divergent opinions, including
some disagreements with the following response.
It was decided to modify the identified statement so
that it now reads, “Articles that recommend a clinical
approach that differs from EMDR’s standard protocol
or Shapiro’s (2001) Adaptive Information Processing
model should discuss these differences.”
Keywords: Adaptive Information Processing AIP Letter Orthodoxy Science
Accuracy Verified: Yes
58. Farrell, D., & Keenan, P. (2013). Participants' experiences of EMDR training in the United Kingdom and Ireland. Journal of EMDR Practice and Research, 7(1), 2-16. doi:10.1891/1933-3196.7.1.2.
Language: English
Format: Journal
Abstract:
This research projects spans a 6-year period surveying 485 participants' experiences of eye movement desensitization and reprocessing (EMDR) training in the United Kingdom and Ireland between the periods of 2005 and 2011. This research used a mixed research methodology exploring EMDR training participants' application of EMDR within their current clinical practice. The rationale was to explore potential differences between EMDR-accredited and EMDR-nonaccredited clinicians in relation to retrospective reports of treatment. Results indicate that EMDR-accredited clinicians report better treatment outcomes. An argument is presented that EMDR has progressed from a convergent technique to a divergent psychotherapeutic approach. Consequently, the research explored whether current EMDR training is “fit for purpose.“ A comprehensive model for EMDR training is outlined, proposing the importance of developing more EMDR training in academic institutions.
Keywords: Academic Learning Outcome Teaching Training
Accuracy Verified: Yes
59. Farrell, D. (2010, June). Participant‘s experiences of EMDR training within the UK and Ireland. In Training Issues. Symposium conducted at the annual meeting of the EMDR Europe Association, Hamburg, Germany.
Language: English
Format: Conference
Abstract:
This study investigated the experiences of participant's
experiences of EMDR training (N=484) undertaken in
the United Kingdom and Ireland over the last ten years from
various approved training providers. The research participants
were drawn from both the membership of the EMDR UK & Ireland
Association as well those who had undertaken EMDR Europe
or EMDRIA approved trainings. The research ascertained information, though the use of structured questionnaire, about
the nature of participant’s EMDR clinical in relation to client
populations, clinical practice of EMDR, and experiences of clinical
supervision. Participants also provided qualitative data regarding
their experiences of EMDR training.
The results raised many issues around the teaching and learning
of EMDR including areas such as paradigm integration, evidence
based versus practice based practice, clinical competency, confocal
supervision, post training development, accreditation, and the role
of the EMDR national association. The findings suggest a need to
develop a more comprehensive EMDR training curriculum.
Keywords: Ireland, Symposium Training Issues United Kingdom
Accuracy Verified: Yes
60. Aasen, B. (2010, July). Practical work with dissociated parts with EMDR. Presentation at the 1st EMDR Asia Conference, Bali, Indonesia.
Language: English
Format: Conference
Abstract:
When working with complex trauma, where there is secondary or tertiary or dissociation, the EMDR therapist must be
cautious or emotional parts that are overwhelming to the client can be evoked. Care must be taken to provide sufficient
assessment and stabilization and knowledge of the personality system or there is the risk of opening Pandora’s box and
overwhelming the client. However, there are ways to safely work with emotional parts of the personality. If the ANP is able to
stay present, the client has sufficient emotional stabilization and strategies to lower emotional arousal, then integration can
place. This workshop will provide guidelines on assessment and stabilization, and then discuss strategies to work with EPs.
Video tapes of client sessions will illustrate teaching points.
Keywords: Dissociation
Accuracy Verified: Yes
61. Tausch, R. (2007, Spring). Promoting health: Challenges for person-centered communication in psychotherapy, counseling and human relationships in daily life. Person-Centered and Experiential Psychotherapies, 6(1), 1-13. doi:10.1080/14779757.2007.9688424.
Language: English
Format: Journal
Abstract:
For person-centered psychotherapy and counseling to be scientifically acknowledged and accepted by public health services, the following are required: (a) more empirical research on the effectiveness of person-centered therapy for different diagnostic categories (ICD-10) and counseling modes (group, family, health-related counseling); (b) incorporation of alternative interventions to increase the effectiveness of short-term person-centered psychotherapy consistent with the approach and the client-centered behavior of the therapist, such as having patients choose their therapists, providing written information on stress reduction and self-help, teaching daily relaxation exercises, using EMDR (Eye Movement Desensitization and Reprocessing) with minor anxiety, and suggesting homework assignments; (c) improvement of the therapist-patient relationship via regular written feedback from the patient for the therapist, reflections that incorporate cognitions and emotions in proportion to clients' expressions, and active, intensive (non-directive) efforts by the therapist to improve the therapeutic relationship; and (d) promotion of person-centered behaviors by people in daily situations and relationships outside the therapeutic setting (e.g., teachers, parents, partners). (PsycINFO Database Record (c) 2008 APA, all rights reserved)
Keywords: Client Centered Therapy Counseling Interpersonal Relationships Person-Centered Therapy Psychotherapeutic Techniques
Accuracy Verified: Yes
62. Dameshek, L. A. (2008). A recommended process for developing a prototype of a software tool incorporating dual focus of attention with bilateral stimulation to enhance academic outcomes. Prescott College, AZ. AAT 1457010.
Language: English
Format: Dissertation/Thesis
Abstract:
Eye Movement Desensitization and Reprocessing (EMDR) is a psychological intervention that combines bilateral stimulation and dual focus of attention to help subjects with various emotional conditions restructure traumatic memories in a brief yet effective treatment. This technique has been employed to help individuals visualize new concepts for creative purposes when prior emotional experiences block the individual's ability to perform desired tasks. The current research hypothesizes that bilateral stimulation and dual focus of attention could be valuable in educational scenarios, and it explores the design and prototype of a computerized tool that includes a similar combination of practices within an automated training system to test whether this could be an efficient and effective tool for teaching individuals complex or troubling material.[Author Abstract]
Keywords: Dual Focus Eye Movement Software
Accuracy Verified: Yes
63. Figley, C., Dietrich, A., Maxfield, L., & Gentry, J. E. (1999, November). Review of neoteric trauma treatments and suggested practice guidelines. In C. Figley (Chair) Discussion, Clinical Theory. International Society for Traumatic Stress Studies, Miami, FL.
Language: English
Format: Conference
Abstract:
Eye Movement Desensitization and Reprocessing (EMDR),
Thought Field Therapy (TFT), Time-Limited Trauma Therapy (TLTT),
Traumatic Incident Reduction (TIR), and Visual/Kinesthetic
Dissociation (V/KD) are relatively new approaches in the treatment
of trauma-related disorders. These approaches have come
under intense scientific and professional scrutiny and criticism,
with proponents and critics offering diverse and intriguing arguments
in support of their respective points of view. This discussion
will focus on the current empirical and anecdotal evidence on
the efficacy of these five approaches, as well as various criticisms
that have been proferred in response to the empirical and clinical
literature on treatment efficacy and theory. EMDR will be highlighted,
given the growing empirical database on EMDR outcome
studies and the contention surrounding the treatment and its’ theory.
The evidence for and/or against the other four approaches will
also be presented, upon which we will raise for discussion issues
relating to methodological rigour, scientific reporting of clinical
data, and the interpretation of efficacy studies in general. The discussion
will occur within the context of philosophical discourse on
the ideal of integration of science and practice, and the feasibility
of attaining this ideal within the current scientific Zeitgeist.
INTERVENTION RESEARCH, CLINICAL CASE STUDY
Sandringham
Skills-Based Treatment
of Dissociation: A Case Study 238
Chair: ELHAI, Jon D., Nova Southeastern University
Discussant: GOLD, Stephen
A clinical case study of skills-based treatment of a 48-year-old,
female survivor of child sexual abuse (CSA) reporting severe dissociative
symptomatology is presented. Chief complaints were daily
amnestic episodes, depersonalization, panic attacks, agoraphobia,
and consequent long-term unemployment. In contrast to most
approaches to therapy for dissociative syndromes, it is argued that
treatment does not need to be primarily trauma-focused. Instead
treatment focused on targeting dissociation and anxiety by teaching
skills to be implemented by the client outside of session.
Functional behavioral analysis of particular recent incidents of dissociation
were conducted over several sessions. Imagery-based
relaxation and progressive muscle relaxation were used and monitored
to help the client learn additional methods of reducing distress.
Grounding techniques were implemented to counter the dissociative
tendency to lose experiential awareness of the here and
now. Cognitive interventions were utilized to challenge the erroneous
notions reported about dissociative experiences, such as the
panic she experienced when her dissociation had been revealed to
others. Last, in vivo systematic desensitization was used with a fear
hierarchy, ranging from the least to most fearful stimuli that precipitate
dissociation, where graduated exposure was followed by relaxation.
At termination the client reported elimination of panic
attacks, resumption of driving, and marked reduction in frequency
and duration of amnestic periods, with substantial additional gains
and progress in finding full-time employment reported at 8 month
follow-up. Treatment outcome is assessed based on psychological
test data obtained at intake, discharge, and 8 month follow-up, as
well as client anecdotal report.
Keywords: Neoteric Trauma Treatments Practice Guidelines
Accuracy Verified: Yes
64. Barrett, I. (1996, November/December). Right before my eyes. Natural Health, 26(6), 60-63.
Language: English
Format: Magazine
Abstract:
Narrates how Eye Movement Desensitization and Reprocessing (EMDR) worked to cure a woman of her depression. Background of the patient; EMDR as a means of teaching the brain to reprocess stored information such as traumatic memories; Recalling of suppressed memories; Contact information
Accuracy Verified: Yes
65. Lansing, K. (2013, September). The rite of return: Coming back from duty-induced PTSD. High Ground Press.
Language: English
Format: Book
Abstract:
The Rite of Return: Coming Back from Duty-Induced PTSD is written for men and women in law enforcement, first response, and the military who are struggling with duty-induced PTSD. In a field-guide format, it presents an overview of a proven treatment approach adapted specifically for this population. The book offers clear teaching on PTSD and its effects on the brain. It also provides practical training in containment techniques for increased control of symptoms and motivation for battling the tendency to isolate. The successful case outcomes described throughout the book give substantive hope for recovery from PTSD. The message throughout is that duty-induced PTSD cannot be resolved in isolation or by reading self-help books.
The author’s depth of knowledge and scope of experience evident in every chapter draws the reader confidently into places where the clinical generalist cannot tread. Karen Lansing’s understanding of duty-induced PTSD goes beyond a simply clinical perspective. She has been trained in public order, ridden extensively on patrol, done 48-hour tours of duty with firefighters, and has resided and trained alongside special weapons teams on military bases. She has “kitted up” and been stuck into flashpoint sectors in “exotic places” with tactical advisors in troubled regions.
The benefits emerging from that cross-pollination of disciplines are apparent in the author’s respect and understanding of the specific clinical needs of Warriors and Rescuers. It's seen in her identification of and clinical protocol for the treatment of a rare but deadly post-shooting symptom that she refers to as transitory shooter's apraxia. The benefits are also clearly seen in the clinical outcomes of those featured in this book.
The Rite of Return presents a powerful argument that PTSD need not lead to an end of mission or tour of duty, or to a lifelong injury. Instead, case account after case account indicates that Lansing's treatment approach leads to quite the opposite: officers consistently emerging stronger. These outcomes are confirmed throughout the book by the testimony of SPECT brain images before and after treatment. Accompanying them are accounts of subjects after treatment responding successfully to incidents very similar to those that had culminated in their PTSD. These unsung heroes recovered, becoming more competent, more tactically skilled and more mentally resilient than they had been prior to its time-limited, but significant, intrusion into their lives.
Reading between the lines of this book, it's apparent that careers and lives have been saved because of the author’s innovative approach. Her only regret is that so many have been lost to the devastation of untreated or ill-treated, duty-induced PTSD. The publication of The Rite of Return couldn’t be better timed.
Keywords: Containment Techniques Duty-Induced PTSD Military Posttraumatic Stress Disorder PTSD Transitory Shooter's Apraxia
Accuracy Verified: Yes
66. Twombly, J. H. (2001, December). Safe place imagery: Handling intrusive thoughts and feelings. EMDRIA Newsletter, 6(Special Edition), 35-38.
Language: English
Format: Newsletter
Abstract:
This paper will expand on the EMDR protocol of Safe Place Imagery (SPI) making it useful to a wider range of clients. Clients with overt and covert trauma histories will frequently experience traumatic intrusions in to the Safe Place or not be able to find one. Knowledge of trance both explains these phenomena and informs the process of teaching these clients to block out intrusions. Use of SPI with clients with complex ego states and Dissociative Disorders will also be discussed.
Keywords: Dissociative Disorders Safe Place Imagery SPI
Accuracy Verified: Yes
67. Forrest, M. S. (1995, June). Self-soothing and the multiple trauma survivor. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
Remember the joke about the doctor who says, "The operation was a success, but the patient died"? That's how some clients feel
about EMDR. They succeed in accessing deep and important material, but find themselves extremely depressed and/or anxious in
the days afterward. For these clients, who are often survivors of multiple trauma such as long-tenn child abuse or incest, the ability
to self-soothe (both during and after an EMDR session) makes the difference between whether they regard EMDR as a useful tool or
a necessary evil.
To find out what self-control techniques work best for such clients, I interviewed EMDR clients (all women) who had experienced
long-term sexual abuse in childhood.
The first thing I learned was that for survivors of multiple trauma, the ability to feel safe starts long before EMDR is ever used.
Many women cited their relationship with their therapist as the foundation of their feeling safe with EMDR: "I trust my therapist
absolutely." One client's therapist told her he had used EMDR himself: "That made a huge difference to me," she said.
Other advance work included planning and taking preventative measures. Planning means picking the right time (and pace) for
doing EMDR: being sure the therapist and/or other support people will be available in the days after the session; not driving or
going back to work afterward (if possible); being able to have plenty of alone time; and going slowly, doing EMDR in small
increments. "I didn't expect myself to go out in the world and be social afterward. I was pretty raw for a few days, sometimes for a
whole week," B. told me.
Planning also means taking preventive measures, such as teaching the client how to find "a safe place." Most clinicians know the
importance of this, but one of the women I interviewed was emphatic that creating a safe place was very different from being able to
go to it when she was in a session and reliving the experience of being a three-year-old overwhelmed by extreme grief or terror. She
said she needed a lot of practice accessing her safe place and some special interventions (see below) to get through the intense times.
Being able to self-soothe between sets of eye movements was very difficult for most clients. "I cry all the time we do it," S. told me.
"I have to sit near the door and not have my therapist sit too close," said M. Another woman said, "We do the eye movements for a
few seconds and we talk in between."One successful intervention, especially for clients overwhelmed by the intensity of their
feelings, involved the therapist asking his client to listen to the sound of his breathing and to breathe along with him. Another
clinician has his client when she gets extremely upset ask her "inner guide or "higher power" whether it's "okay to continue;" a third
asks, "Is there more underneath or is it time to wind down?" Letting the client control the pace and progress of his/her own
processing can be an important way to teach self-trust -- especially to people for whom loss of power was endemic to their abuse.
Some clients are able to repeat special phrases or afirmations over and over between sets to calm themselves. L., a ritual abuse
survivor, said she grounds herself by silently reciting a mindfulness verse from Zen master Thich Naht Hanh in time with her inbreath
and out-breath: "In, out. Deep, slow, Calm, ease. Smile, release. In, out. Deep, slow ......
Different kinds of self-soothing techniques work best after the eye-movement sets are completed.
Immediately afterwards, while still in session, one client said she falls asleep for a few minutes -- she finds this a big help in
countering the dissociated state in which she typically concludes an EMDR session. Another said she and her therapist share a cup
of tea and talk over what happened as a way to "come down" and normalize the experience.
Some clinicians close a session by doing eye movements to reinforce the client's safe place. One woman said her therapist has her
"cement the present in place" by doing eye movements on either a present-day image, an image of her inner child in the safe place, or
a positive statement.
Francine Shapiro has often said that what happens after the EMDR session can be as important as what happens during it. The
women I interviewed felt exactly the same way. They had learned the necessity of talung exquisitely good care of themselves in the
hours and days that follow. "I take time-and time out," declared B., who often has a delayed fear reaction following EMDR.
Most clients said they go home and either curl up in bed or in a favorite rocking chair with their stuffed animals. They cry, sleep,
write in their journals, draw pictures, listen to music, look at favorite photographs, and/or call a support person. M. uses self-talk to
ease her feelings: "I say to myself, 'You know that knot of fear. I know it's only fear. I know that nothing is going to hurt me right
now'." For others, going home immediately is not the best option: D. takes a walk along the shores of Long Island Sound; C., the
mother of three young children, finds solace in a favorite bookstore.
Sometimes all the planning in the world doesn't help: the abreaction seems to launch the client back to the age she was when she
was abused - and she simply can't remember how to calm herself. To counter this, several clients said they carry a list of things
they can do to quiet themselves. S. finds reading mystery stories comforting("At the end you always find out what really happened."), but has to keep two of them on her bedside table at all times: "If they're not in full view, I forget about using them."
One interesting example of "assigned" self-soothing was given by a ritual abuse survivor who was new to EMDR. After a session
when a lot of memories came up about how her sexuality was used and degraded during the abuse, her therapist gave her very
specific instructions on how to care for herself, including buying a romantic nightgown and soaking in bath salts for 45 minutes;
listening to romantic music; and not touching or kissing her partner for 48 hours. "It worked out great!" she told me happily. "I felt
SO pretty and so safe."
The conclusion I reached about how multiple-trauma survivors learn to self-soothe in the face of the intense feelings EMDR can
trigger is not revolutionary. The recipe is: Step 1. Plan for the worst. Step 2. Let the client select the self-soothing techniques that
specifically fit for her or him. Step 3. Make sure s/he is able to use these techniques no matter how intense his/her emotions are.
Sometimes this will call for the therapist to take an active role by either leading the client in specific calming techniques or by
assigning very clear-cut homework.
If the recipe calls for planning and practicing, then the pot in which the ingredients are cooked is labeled "TRUST"-trust before
initiating EMDR, trust during the eye movements, and trust after the sets are completed. Unless the client deeply trusts the
clinician, the method itself, and his or her own capacity to go into the feelings and me out safely, the recipe for success with
EMDR can turn into a recipe for disaster.
Accuracy Verified: Yes
68. Kiessling, R. (2009). Simple or comprehensive treatment intake questionnaire and guidelines for targeting sequence. In M. Luber (Ed.), Eye movement desensitization and reprocessing (EMDR) scripted protocols: Basics and special situations, (pp. 11-29). New York: Springer Publishing Co.
Language: English
Format: Book Section
Abstract:
With the experience of teaching EMDR to many mental health practitioners over a number of years, increasingly it has become clear how important history taking is to the whole process of learning how to frame a client's information into a precise and relevant conceptualization of who the person who is sitting in front of you is, and a way to think about the problem(s) presented. This chapter by Roy Kiessling (scripted by Marilyn Luber) provides an Intake Questionnaire, guidelines for creating a Targeting Sequence Plan, and Worksheets, which are invaluable tools in assisting therapists in gathering the client's information, and for the client to incorporate the tenets of adaptive information processing into the understanding of their own issues. [PsycINFO Database]
Keywords: Intake Questionnaire Protocol Targeting Sequence
Accuracy Verified: Yes
69. Shapiro, E. (2011). Suggestions for teaching the application of eye movements in EMDR. Journal of EMDR Practice and Research, 5(2), 73-77. doi:10.1891/1933-3196.5.2.73.
Language: English
Format: Journal
Abstract:
The Clinical column is a regular Journal of EMDR Practice and Research feature in which master clinicians answer a question posed by a reader who is requesting assistance with clinical challenges. In this issue's column, the response is written by Elan Shapiro, who is a psychologist near Haifa, Israel; an EMDR institute facilitator; and an approved EMDR Europe consultant. Readers can send questions for future issues to journal@emdria.org.
Keywords: Bilateral Stimulation Eye Movements
Accuracy Verified: Yes
70. Shapiro, E. (2012). Suggestions pour l’enseignement de l’application des mouvements oculaires en EMDR [Suggestions for teaching the application of eye movements in EMDR]. Journal of EMDR Practice and Research, 6(2), E26-E30. doi:10.1891/1933-3196.6.2.E26.
Language: French
Format: Journal
Abstract:
Les Questions & réponses cliniques sont une rubrique régulière du Journal of EMDR Practice and Research
dans laquelle des cliniciens chevronnés répondent à la question posée par un lecteur face à une difficulté
clinique. Dans ce numéro, la réponse provient d’Elan Shapiro, un psychologue près de Haïfa en Israël,
facilitateur de l’EMDR Institute et superviseur EMDR Europe accrédité. Les lecteurs peuvent adresser
leurs questions à journal@emdria.org.
The Clinical column is a regular Journal of EMDR Practice and Research feature in which master clinicians answer a question posed by a reader who is requesting assistance with clinical challenges. In this issue's column, the response is written by Elan Shapiro, who is a psychologist near Haifa, Israel; an EMDR institute facilitator; and an approved EMDR Europe consultant. Readers can send questions for future issues to journal@emdria.org.
Keywords: Bilateral Stimulation Eye Movements
Accuracy Verified: Yes
71. Lombana-Wren, J. H. (2002, June). Teaching EMDR at the university level: Strategies, suggestions, and solicitations. Poster presented at the annual meeting of the EMDR International Association, San Diego, CA.
Language: English
Format: Conference
Accuracy Verified: Yes
72. Parnell, L. A., & Rouanzoin, C. C. (1996, June). Teaching EMDR in graduate school programs. Presentation at the annual meeting of the EMDR International Association, Denver, CO.
Language: English
Format: Conference
Keywords: Graduate School Teaching
Accuracy Verified: Yes
73. Rouanzoin, C. C., Parnell, C., Covi, W., & Miller, R. (1997, July). Teaching EMDR in graduate school programs and agency sites. Presentation at the annual meeting of the EMDR International Association, San Francisco, CA.
Language: English
Format: Conference
Keywords: Graduate School Teaching
Accuracy Verified: Yes
74. Rouanzoin, C. C., & Parnell, L. A. (1998, July). Teaching EMDR in graduate school settings. Presentation at the annual meeting of the EMDR International Association, Baltimore, MD.
Language: English
Format: Conference
Abstract:
Participants will: 1) have some ideas about how to structure a graduate school/agency/internship course on EMDR; 2) learn some of the pros and cons of teaching EMDR in these settings; and 3) learn some teaching tools that can be applied to the instruction of EMDR in these settings.
Accuracy Verified: Yes
75. Rouanzoin, C. C., & Kaplan, S. (2001, June). Teaching EMDR in graduate school settings and agency sites. Presentation at the annual meeting of the EMDR International Association, Austin, TX.
Language: English
Format: Conference
Abstract:
As EMDR continues to grow, more and more training institutions are including it in their curriculum. The teaching of EMDR at a university, agency, or internship site brings advantages and disdvantages. These will be discussed, along with different models of instruction in EMDR in these settings. This workshop is designed for those participants who have taught EMDR in such settings or are planning to offer such a course in the future.
Keywords: Education Graduate School Teaching
Accuracy Verified: Yes
76. Rouanzoin, C. C., Kaplan, S., Lombana, J., & Barker, S. (2000, September). Teaching EMDR in graduate school settings and agency sites. Presentation at the annual meeting of the EMDR International Association, Toronto, Ontario Canada.
Language: English
Format: Conference
Abstract:
Participants will: 1) gain some ideas about how to structure a graduate school/agency/internship course on EMDR; 2) learn some of the pros and cons of teaching EMDR in these settings; and 3) learn some teaching tools that can be applied to the instruction of EMDR in these settings.
Keywords: Graduate School Teaching
Accuracy Verified: Yes
77. Rouanzoin, C. C., & Parnell, L. A. (1999, June). Teaching EMDR in graduate schools and agency sites. Presentation at the annual meeting of the EMDR International Association, Las Vegas, NV.
Language: English
Format: Conference
Abstract:
Participants will: 1) have some ideas about how to structure a graduate school/agency/internship course on EMDR; 2) learn some of the pros and cons of teaching EMDR in these settings; and 3) learn some teaching points that can be applied to the instruction of EMDR in these settings.
Keywords: Education Graduate School Teaching
Accuracy Verified: Yes
78. Greenwald, R., Maguin, E., Smyth, N. J., Greenwald, H., Johnston, K. G., & Weiss, R. L. (2008, June). Teaching trauma-related insight improves attitudes and behaviors toward challenging clients. Traumatology, 14(2), 1-11. doi:10.1177/1534765608315635.
Language: English
Format: Journal
Abstract:
Effective dissemination of treatment methods requires
not only training in high-profile interventions but also in
cases of conceptualization and treatment planning skills
that facilitate use of the interventions. In a series of six
studies, the authors tested one training module with 303
paraprofessionals and mental health professionals in various
training settings and five countries. Participants
completed self-report ratings in response to a challenging
acting-out client, both before and after completing a
trauma-informed case-formulation exercise. The training
intervention led participants to report decreased distress
while considering challenging work-related scenarios,
increased empathy and caring toward challenging
clients, and increased comfort and confidence in their
helping roles. In the final two studies, a trauma-informed
treatment planning module was added, yielding additional
benefit. At follow-up participants reported that the
effects persisted and led to improved behaviors toward
the clients. Such empirical validation of training methodologies
can lead to more reliably effective dissemination.
Keywords: Case Conceptualization Cross-Cultural Methods/Comparisons Theory Therapist Training Training Methodology Trauma Treatment Planning
Accuracy Verified: Yes
79. Lipke, H. (1995, June). Theoretical understanding of EMDR: Examples from treatment of veterans. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
The rapidity and thoroughness of EMDR therapeutic effectiveness, compared to more traditional methods of psychotherapy, calls for
a general reconceptualization of the field. As EMDR and, perhaps, other new methods continue to demonstrate what Francine
Shapiro has referred to as "accelerated information processing" these new therapeutic effects will undoubtedly become better
understood. In an initial effort to systematically integrate EMDR with other methods of treatment, the following four categories of
psychotherapeutic activity are proposed: 1. Accessing of present associative networks - the bringing forward of information (distressing, dysfunctional,
comforting, adaptive, etc.) already stored in both procedural and non-procedural systems.
2. Introduction of new information - the teaching of facts and skills, which form new or add to old associative networks.
3. Inhibition of information accessing - the tuming of attention away from dysfunctional information, with the goal of
decreasing arousal, such as with relaxation training.
4. Facilitation of the processing of information - abstract activity that makes it more likely information networks will
connect in an adaptive way, leading to the dissipation of unwarranted negative emotion and the attainment of adaptive
understanding.
Methods of psychotherapy may be distinguished by the ways in which they use or don't use activities in each of these categories.
EMDR like other methods can be so distinguished. While the proposed categorization system can be used to clarify the differences
and similarities among the various methods of psychotherapy, more relevantly to clinical practice, this conceptualization may
promote more efficient intervention choices when progress during therapy sessions has slowed or stopped. Examples of the
theoretical and clinical value of the proposed model are offered, especially in the treatment of combat related psychological trauma.
Keywords: Veterans
Accuracy Verified: Yes
80. Ferrie, R. K. (2006, September). Transforming imagery in the treatment of complex PTSD. Presentation at the annual meeting of the EMDR International Association, Philadelphia, PA.
Language: English
Format: Conference
Abstract:
Many trauma therapies, including EMDR, rely
on the transformation of traumatic imagery to
images of self-empowerment and safety, either
spontaneously or by design. When traumatic
memories resolve by transformation, many of the
same areas of the brain are involved, as in the
original perception: the brain revisits the scene
and has a second chance to "see" it a different
way i.e. to reprocess the memory. This workshop
will begin by examining the neuroscience
supporting this hypothesis. Fortunately, not only
is mental imagery central to trauma therapy,
facility with mental imagery is a set of skills,
which can be learned by clients. Participants will
be introduced to a method of teaching mental
imagery skills as part of no overall resource
development protocol the presenter has used in a single-case design study of Complex PTSD. This
study examines the correlation between the
client's degeee of facility with mental imagery and
subsequent recovery from the symptoms of
Complex PTSD. The method and results of this
study will be presented. Client material will be
used to illustrate these techniques and their
application to EMDR therapy. Participants will
be able to critique this study as well, and in the
process, will learn how to apply the single case
design paradigm to their own practices.
Keywords: Complex Posttraumatic Stress Disorder Complex PTSD C-PTSD Mental Imagery
Accuracy Verified: Yes
81. Wizanky, B., & Sadeh, E. B. (2013, June). Treating early trauma-engaging parent and child in the therapeutic journey of healing with EMDR. Presentation at the annual meeting of the EMDR Europe Association, Geneva, Switzerland.
Language: English
Format: Conference
Abstract:
The EMDR treatment of early trauma begins best when both the child and parent can truly experience relaxation and safety in the therapy room. Here we would like to share our experience in creating a non-threatening, environment that is both playful and nurturing. Our presentation will concentrate on teaching ways in which to use the parent-child dyad as a major safety resource as well as integrating the EMDR protocol with a variety of playful modalities tailored to the language of a child. We will demonstrate and teach the specific methods with which our young clients strengthen the attachment bond as they learn to talk about feelings and use spontaneous games to move the treatment forward through the EMDR protocol.
Learning objectives:
Learn to use the parent-child dyad as a major safety resource; and
Learn to integrate the EMDR protocol with a variety of playful modalities tailored to the language of a child.
Keywords: Children Early Trauma Parents Safety Resourcing
Accuracy Verified: Yes
82. Marcus, S. (2007, June). Treating headaches with EMDR. Presentation at the annual meeting of the EMDR Europe Association, Paris, France.
Language: English
Format: Conference
Abstract:
Headaches are the most common pain-related complaint and the seventh leading ailment seen in medical practice. Yearly, over 35% of the population is affected by tension-type headaches. Migraine headaches are a common condition with one-year prevalence rates around 15%. Prevalence rates generally peak in the third and fourth decades but for many migraines become a chronic condition requiring a lifetime of treatment.
Migraine sufferers are frequently disabled during their acute attacks. A 2001 study found that 90% of migraineurs reported functional impairment. 53% required bed rest and nearly 30% missed 1 day of work or school within a 3-month period. Migraine in the USA results in 112 million bedridden days per year. The cost of the migraine to the total American work force is estimated at $13 billion per year in missed work days and lost productivity. Direct medical costs (i.e., MD office visits, prescription medication claims, and hospitalizations) for migraine care average $1 billion annually. Clouse & Osterhaus (1994) found that migraineurs generate twice the medical claims and two times the pharmacy claims in HMO’s when compared to patients without migraines.
Considering the sheet number of individuals afflicted with migraine and tension headaches, the societal impact with increased medical costs, lost work days, and reduced productivity represent a major public health concern.
The pharmacologic therapies have long been the most common and widely used method of treating headaches. Unfortunately, pharmacologic treatments are ineffective or inadequate for a sizeable number of patients. One third of patients participating in clinical trials with oral triptans fail to respond. Moreover, fewer than half become pain-free, which is the primary efficacy measure recommended by the International Headache Society. Reasons for considering an EMDR treatment for migraine and tension headaches are patient preferences for non-pharmacologic interventions, pregnancy, planned pregnancy or nursing, deficient stress coping skills, medication rebound, patient overuse of medications, medical contraindications, and poor medication tolerance.
In view of the state of the art of current headache treatment an EMDR approach that can eliminate severe headache pain in less time than an oral medication (20 to 30 min) and within 5 to 10 sessions may reduce frequency, duration and intensity of future headaches could result in a decrease in medication utilization, physician visits and overall medical costs, with an improvement in patient satisfaction. This would be a welcome addition to current headache treatments.
This workshop will employ lecture, demonstration and actual practice of an integrated EMDR approach. The purpose of this teaching strategy is to prepare you for clinical practice. Objectives include understanding headache etiology, headache trigger identification, threshold theory, training in the EMDR protocol used in Dr. Marcus’s migraine research, discussion of protocol utilization in clinical practice, informed consent, transference issues, and discussion of the role of provider when deploying this approach. This workshop is for advanced EMDR practitioners but previous experience in headache treatment is not required.
Keywords: Headaches Health Problems Illness Pain
Accuracy Verified: Yes
83. York, C. (1995, June). Treating severely traumatized children – Assessment and treatment strategies for using EMDR. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
The focus of this 1 1/2 hour presentation will be on using EMDR to alleviate the emotional distress of children who have been
severely traumatized. Participants in this workshop will learn:
(a) assessment tools and strategies for selecting children who would most benefit from EMDR therapy.
(b) selection of appropriate targets for intervention.
(c) an EMDR protocol to reduce the possibility and/or degree of abreactions.
The presentation will first define "severely traumatized child" and how to conduct a careful assessment of coping skills used by
children who have been severely abused with specific focus on dissociation. Dissociation will be defined and keys to understanding
dissociation in children will be discussed.
Next, steps to deciding how to select appropriate children for EMDR will be delineated. The presentation will then cover red flags
and cautions before proceeding with EMDR and how to introduce and inform the child and his/her parents/managing conservators.
The workshop will discuss specific EMDR protocols to reduce the possibility of and/or intensity of abreactions, to enhance positive
cognitions, and to facilitate the incorporation of dissociated material and concepts. Scripts of case examples will be used for
teaching.
Keywords: Children
Accuracy Verified: Yes
84. Sprowls, C., & Marquis, P. (2012, June). Treatment of OCD [Tratamiento del TOC]. Presentation at the annual meeting of EMDR Europe Association, Madrid, Spain.
Language: English
Format: Conference
Abstract:
Will
present
on
the
treatment
of
OCD
and
OCD
Spectrum
y
Disorders
using
Eye
Movement
Desensitization
and
Reprocessing,
(EMDR).
This
treatment
is
based
on
clinical
research
and
practice,
integrating
Anxiety
Disorder
treatments
such
as
cognitive
techniques
and
response
prevention
with
EMDR.
The
diagnoses
of
Obsessive
Compulsive
Disorder,
Hoarding,
Trichotillomania
and
Skin
Picking
and
their
interaction
with
underlying
PTSD
will
be
discussed
and
standard
EMDR
treatment
protocols
presented.
This
will
be
presented
in
the
context
of
the
Adaptive
Information
Processing
Model.
Theoretical
models
will
be
presented.
This
treatment
integrates
the
use
of
future
template
and
behavioral
feedback
for
success
of
anxiety
treatment.
Participants
will
learn
how
to
specify
EMDR
targets
for
rapid
symptom
reduction
and
how
clients
can
integrate
self-‐use
of
bilateral
stimulation
to
increase
treatment
results.
Case
examples
will
be
presented.
Participants
will
be
encouraged
to
discuss
and
receive
feedback
on
OCD
cases
of
their
own.
Cross-‐cultural
applications
and
understanding
will
be
explored.
Dr.
Marquis
is
the
Anxiety
Team
Leader
at
Kaiser
hospital
and
has
been
practicing,
teaching
and
training
EMDR
internationally
since
1991.
Dr.
Sprowls
is
an
expert
in
PTSD
and
Anxiety
Disorder.
She
has
been
practicing,
teaching
and
training
EMDR
internationally
since
1993.
Presentaremos
el
tratamiento
del
TOC
y
trastornos
del
espectro
obsesivo-‐compulsivo
usando
el
reprocesamiento
ocular
rápido
EMDR.
Este
tratamiento
está
basado
en
investigaciones
y
práctica
clínica,
integrando
tratamientos
para
los
trastornos
de
ansiedad,
como
técnicas
cognitivas
de
prevención
de
respuesta
con
EMDR.
El
diagnóstico
del
trastorno
obsesivo
compulsivo,
más
concretamente,
la
Tricotilomanía
y
desgaste
epitelial
y
su
interacción
con
un
oculto
TEPT
serán
discutidas
y
los
protocolos
estándar
de
tratamiento
EMDR
serán
presentados.
Será
presentado
en
el
contexto
del
modelo
de
procesamiento
adaptativo
de
la
información.
Los
modelos
teoréticos
serán
presentados.
Este
tratamiento
integra
el
uso
de
planes
de
futuro
y
feedback
comportamental
para
el
éxito
en
el
tratamiento
de
la
ansiedad.
Los
asistentes
aprenderán
a
especificar
las
dianas
del
EMDR
para
una
reducción
rápida
de
los
síntomas
y
como
el
cliente
puede
integrar
el
uso
de
la
estimulación
bilateral
para
incrementar
los
resultados
del
tratamiento.
Ejemplos
de
caso
serán
presentados.
Animamos
a
los
participantes
a
discutir
y
recibir
feedback
en
casos
de
TOC
propios.
Las
aplicaciones
interculturales
y
el
entendimiento
del
trastorno
serán
explorados.
El
Dr.
Marquis
es
el
director
del
equipo
de
ansiedad
en
el
hospital
Kaiser
y
ha
estado
practicando
y
entrenando
EMDR
de
manera
internacional
desde
1991.
La
Dra.Sprowls
es
una
experta
en
TEPT
y
trastornos
de
ansiedad.
Ha
estado
practicando,
enseñando
y
formando
en
EMDR
de
manera
internacional
desde
1993
Keywords: Obsessive Compulsive Disorder OCD
Accuracy Verified: Yes
85. Meignant, M. (2012, April). Un EMDR d’enfant (Formation EMDR sur la rivière Kwai) [A child of EMDR (EMDR Training on the River Kwai)]. Presentation at the annual meeting of the EMDR Canada, Montreal, Quebec, Canada.
Language: English
Format: Conference
Abstract:
Film de Michel Meignant(en anglais avec sous-titres français suivi d’une discussion en français) (Tous les niveaux)[Film by Michel Meignant (in English with French subtitles followed by a discussion in French
Lors de l’atelier de formation d’EMDR organisé en Thaïlande par Trauma-Aid, HAP Allemagne et Terre des Hommes Allemagne, la psychologue Dagmar Eckers se prépare à traiter par l’EMDR le jeune Indonésien Ooz, victime du Tsunami. Il souffre de cauchemars et de difficultés de concentration. Ce film présente deux séances d’EMDR sur cet enfant de 10 ans. Il montre aussi les efforts des formateurs EMDR qui, avec l’aide des associations caritatives, forment les Birmans, Chinois, Indiens, Indonésiens et Thaïlandais à devenir autonomes dans la pratique et l’enseignement de l’EMDR.
Objectifs d’apprentissage:
1. Comment utiliser l'EMDR pour soulager les conséquences traumatiques d'une catastrophe de la nature
2. L'utilisation d'EMDR auprès d'un enfant dans un contexte social et culturel non-occidental. (les 8 phases de la démarche EMDR dans un tel contexte)
During the training workshop held in Thailand by EMDR Trauma-Aid, PAHs and Germany Terre des Hommes Germany, psychologist Dagmar Eckers prepares to deal with the young Indonesian EMDR OOZ, victims of the Tsunami. He suffers from nightmares and difficulty concentrating. This film has two sessions of EMDR on this 10 year old child. It also shows the efforts of EMDR trainers who, with help from charities, are the Burmese, Chinese, Indians, Indonesians and Thais to become independent in practice and teaching of EMDR.
Learning Objectives:
1. How to use EMDR to relieve the traumatic consequences of a catastrophe of nature
2. The use of EMDR with a child in a social and cultural non-Western. (the 8 phases of EMDR approach in this context)
Keywords: Video
Accuracy Verified: Yes
86. Seubert, A. (2010, September/October). The unforgiven: EMDR, ego state therapy, attachment repair and forgiveness in the treatment of eating disorders. Presentation at the annual meeting of EMDR International Association, Minneapolis, MN.
Language: English
Format: Conference
Abstract:
This workshop will explore the presence of dissociation in clients with eating disorders, particularly anorexia nervosa. The approach employs an EMDR phase model, expanding the evaluation and preparation phases. Preparation presents a 4-step method of teaching emotional competence, attachment repair strategies, as well as the use of ego state therapy. Processing requires the ability to titrate released disturbance and re-stabilize after EMDR application to touchstone events. Self-forgiveness emerges as internal “parts” develop mutual compassion and support. Video clips, case studies and case reviews will reinforce learning.
Keywords: Attachment Repair Eating Disorders Ego State Therapy Forgiveness
Accuracy Verified: Yes
87. Foster, S. (2000, September). Unique EMDR applications for building your private practice: Escaping managed care. Presentation at the annual meeting of the EMDR International Association, Toronto, Ontario Canada.
Language: English
Format: Conference
Abstract:
Participants will: 1) learn about unique applications of EMDR already in use: 2) be able to identify their practice interests, existing skills and resources; and areas of growth necessary to implement a new practice specialty; and 3) learn systematic ways in which community-based speaking and teaching activities can general referrals.
Keywords: Private Practice
Accuracy Verified: Yes
88. Parnell, L. (1995, June). The use of imaginal and cognitive interweaves with sexual abuse survivors. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
This hour and a half presentation addresses the use of cognitive and imaginal interweaves in the treatment of adult survivors of
sexual abuse. The overall course of treatment with EMDR is briefly outlined including a variety of interweave interventions for use
in the beginning, middle and end of EMDR sessions.
In working with sexual abuse survivors with EMDR it is important to understand the issues commonly encountered in their
treatment. These include issues of safety, trust, responsibility, choice/control, interpersonal relationships, body awareness and
image, sexuality and self esteem. A sexual abuse assessment can be taken which includes information on the perpetrator(s), severity
and frequency of abuse, type of abuse, age of onset of abuse, duration of abuse, disclosure and family response.
Sexual abuse survivors present themselves in treatment in different ways. Some clients come to treatment remembering abuse and
want to clear it with EMDR. Other clients come to treatment with no clear memories of incidents but have a "feeling" something
happened to them and have symptoms of abuse. There are clients who have no clear memories but something has triggered
flashbacks and nightmares of sexual abuse. Finally, there are clients who have no memory of abuse and come to therapy for another
reason but uncover what they believe to be sexual abuse memories with EMDR.
There are three phases of treatment in sexual abuse cases. In the beginning phase, a history is taken and there is the establishment
of a trusting relationship. The client is prepared for EMDR. In the middle phase, there is the reprocessing and working through of
traumatic memories and transference work. In the end phase of treatment there is integration of the information which has been
uncovered and preparation for life outside of therapy.
Interweaves can be utilized in the beginning, middle and end of EMDR sessions.
In the beginning of individual EMDR sessions there is a check-in with clients to see how they have been doing during the week.
What has come up for them in their dreams or daily life since the last session? Next there is the selection and development of targets
for EMDR (body sensation, memory, flashback, symptom, dream, feeling, vague sense, negative cognition or drawing).
A safe place is then established where the client can go at the beginning, middle or end of the session as needed. Along with the
safe place an inner advisor or other inner resources can be contacted and developed for use in sessions. A connection with the
client's inner child is important which can be done through the use of guided imagery, photographs and/or artwork.
Instructions on how EMDR will be used are given with attention paid to issues of safety and control (they are in control, they can
stop at any time, they can return to the safe place, they know the signal for stop). Negative and positive cognitions are established
along with the EMDR protocol.
In the middle of individual EMDR sessions there are commonly problems with looping or being "stuck." This seems to occur
frequently with sexual abuse survivors because of the intensity of the trauma and because the child self is often frozen in time
lacking access to the adult self's information. Ways to work with this include looking for the blocking beliefs (i.e., The perpetrator
can hurt me), look for blocking images, and talking to the child part (what does he/she need?).
Imaginal and cognitive interweaves can be used in a variety of different ways in the middle of EMDR sessions. Some of these
include: imagining the adult self helping the child self in the traumatic scene, bringing in inner and outer resources for help (i.e., a
powdl imaginary being, a strong loving fiend, the therapist, etc.), and reality check interweave where is the perpetrator now?, can
helshe hurt you now?) It is also important to educate the child part that his or her feelings are normal, sexual feelings are normal etc.
It can be helpful to ask the adult self to talk to the child self explaining things to the child. Another useful interweave is to have the
adult self hold the perpetrator and allow the child to beat him or her up or have the adult self beat up the perpetrator allowing anger
to be expressed safely. Asking clients if they would like to return to the safe place for a break can also be helpful if they are feeling
too overwhelmed.
There are a number of ways to end or close incomplete EMDR sessions. Often it will not be possible to completely clear a traumatic
memory in a session or the memory worked on is completed but connected to a whole network of other traumatic events. For these
cases there are a number of interweaves that can be used. Clients can be requested to have the adult self comfort the child self in the .
safe place. The client can imagine putting the scary unfinished disturbance that has been uncovered in a file folder, box, safe, leave
it in the therapist's office, etc. The client can return to the safe place where the child and adult selves can play together. The adult
can comfort the child or do whatever is needed to create safety and containment. Clients can imagine their child self being held by
protector figures repeating cognitions related to safety, responsibility and choice. They can also be asked what they learned from the
session, installing their response with eye movements.
It is helpful to give homework to clients such as journaling, artwork, walks in nature, meditation, stress reduction, group work,
exercise, nutritious diet, and restriction of drugs and alcohol. Loving Kindness or Metta Meditation is another very helpful tool for
teaching self soothihg to adult survivors of sexual abuse.
Keywords: Cognitive Interweave Imaginal Interweave Sexual Abuse Survivors
Accuracy Verified: Yes
89. Hingorany, S. (2010, July). Use of resource development in Miss India participants by using EMDR - A case report. Presentation at the 1st EMDR Asia Conference, Bali, Indonesia.
Language: English
Format: Conference
Abstract:
Girls who participate in Miss India Pageants are a mix of different cultures and background. They stay together for 40 days,
and have grueling sessions by expert trainers from different fields. The Pageant Organizers appoint a Psychologist to deal
with their hidden conflicts, fears and pressure of wining. As these girls stay in a very competitive milieu, they tend to lose
their inner confidence and start judging their own beauty negatively. As the day of pageant dawns they report being nervous
and anxious. The psychologist chose to use Resource Development technique from EMDR mainly composed of Calm and
Safe Palce, Butterfly Hug and Future Templates .The participants were told to chose their Calm and safe place. The protocol
was properly followed from the trainers’ manual. Five sessions of Coping Resources treatment were done for the contestants.
Before teaching Calm and Safe Place, each of the contestants was interviewed by the Psychologist to understand their
limitations and flaws, which might hinder them from winning the pageant. After the installation of Future Templates, the
contestants reported that they were better equipped to deal with the pressures of the pageant. This report suggests that the
Resource Development treatment using EMDR may be effective for such important events.
Keywords: Case Report Miss India Resource Development
Accuracy Verified: Yes
90. Ross, C., & Rouanzoin, C. (2012, October). Uses of EMDR in complex dissociative disorders. Presentation at the 29th annual meeting of the International Society for the Study of Trauma and Dissociation, Long Beach, CA.
Language: English
Format: Conference
Abstract:
EMDR can be used in the treatment of complex dissociative disorders. Both presenters have been treating dissociative disorders for decades and one is an approved EMDR trainer. This workshop will not include instruction on specific techniques: these can be learned from approved EMDR trainings which require six full days of workshop teaching, assigned readings, and 10 hours of supervision. Instead, the presenters will explain how EMDR is based on a trauma-dissociation model and is therefore highly suited to the treatment of complex dissociative disorders including DID. A brief description of EMDR will be provided, including its 8 phases, of which only one involves eye movements or other forms of bilateral stimulation. EMDR is consistent with three-stage models of trauma therapy: the eye movements are used in stage two, the active working phase of therapy. In EMDR this is called Phase 4. The work in trauma stage one (EMDR phases 1-3), in patients with DID or DDNOS, involves grounding, stabilization, system mapping, building co-consciousness, orientation of parts to the body and the present, and other elements from the dissociative disorders literature. The bilateral stimulation phase of EMDR should not be used until this phase one work is complete, or at least well underway. The presenters will then go on to provide case examples of how EMDR can be used in the psychotherapy of DID, DDNOS and the complex comorbidity that usually accompanies both.
Learning Objectives:
Participants will be able to describe how EMDR can be used in complex dissociative disorders.
Participants will be able to describe how EMDR is based on a trauma-dissociation model of mental disorders and addictions.
Participants will be able to describe the basic feaures of EMDR.
Keywords: Dissociative Disorders
Accuracy Verified: Yes
91. Thompson, P. (1995, June). Using EMDR with adolescents: Life changes for adlescents - an empowerment tool. Presentation at the EMDR Network Conference, Santa Monica, CA.
Language: English
Format: Conference
Abstract:
This presentation describes an EMDR protocol for working with an adolescent in such a way as to enhance their self-empowerment
capabilities. As a preliminary, a medical and developmental history of the adolescent is taken from the parents, as well as obtaining
their view of present problems. Using this infomation and a subsequent history obtained from the adolescent provides the basis for
what may prove to be targets later.
I will talk about how, in early discussions with adolescents, when my aim is to gain rapport, I often go back over some of the
information their parents provided so as to obtain the teenager's views and feelings, idenfying the highs and lows in their view of
their life so far. I look for where they have felt successful and powerful, and where they have suffered trauma, loss and sadness with
reference to themselves as individuals and also in their family relationships. I seek to refine targets from both parental and
adolescent information. I also seek to understand what the teen would like in their life and begin to introduce the idea that they can
give direction to their life.
I believe it is important to provide the adolescent with new or clarified information about him or her. I use psychological tests to
assist in this process. I will cover briefly ways that I use the Behavior Assessment System for Children (BASC), as well as other
assessment instruments such as the Strong Interest Inventory, Rorschach and Millon Adolescent Personality Inventory (MAPI), to
give both the adolescent and me important information. Because the information stems from a comparison with the general
population, I can present it more objectively than if it were solely my assessment of them. The adolescent decides what fits them
and what doesn't. This process allows us jointly to identify problems and to look for ways to handle them. Emphasis is always
placed on the adolescent having the power - the information about themselves is power. What they choose to do with it breeds
power. They are in control. This process usually leads to a further explanation of EMDR and how they might choose to work with
me using EMDR.
In summary, I will cover :
Helping the adolescent look at choices as giving freedom Presenting EMDR as a way of having more choices; Looking at behavior problems as habits that can be changed if desired. Encouraging the use of imagination, imaging, finding a
safe place and helping make changes; Taking the position of being their coach for their effort to develop the kind of life they want.
Looking at what they think stands in their way and what they can do to change it.
Identifying negative cognition from these blocks.
Using EMDR in the context of what they want.
Building Self Esteem through goal attainment-EMDR as a tool for performance.
Coaching for positive change and clear thinking.
Teaching self direction and organization reinforcing with EMDR.
Teaching self coaching.
Keywords: Adolescents Self Coaching
Accuracy Verified: Yes
92. Ploeg, C., & Wanders, F. (2012, March). Van draak naar prinses. Op weg naar een geïntegreerd klinisch behandelmodel voor chronisch getraumatiseerde kinderen [From princess to the dragon. Towards an integrated clinical treatment model for chronically traumatized children]. Presentatie op de 6e congres van de Vereniging EMDR Nederland, Arnhem, Nederland.
Language: Dutch
Format: Conference
Abstract:
De behandeling van chronisch getraumatiseerde kinderen vraagt om een lange adem. Op de eerste plaats is natuurlijk de veiligheid en een aanwezige hechtingsfiguur voor het kind van belang. Dit klinkt vanzelfsprekend, maar is in de praktijk vaak moeilijk te realiseren en/of vol te houden. Een goede samenwerking met gezinnen/pleeggezinnen, collega’s en collega instellingen staat hierbij voorop. In deze presentatie willen we jullie ‘imaginair’ meenemen naar onze kliniek en jullie kennis laten maken met de manier waarop wij zoeken naar het meest geschikte behandelklimaat en de meest geschikte behandelvorm voor deze kinderen. Hoe wij hierbij gebruik maken van verschillende behandelmethodieken (Greenwald, Spierings, Struik) om uiteindelijk tot een geïntegreerd behandelmodel te komen voor deze doelgroep. We zullen met jullie onze visie delen over de onmogelijkheden, maar vooral ook de mogelijkheden in de behandeling van deze kinderen. Wij zullen ingaan op o.a. de volgende aspecten: de werkrelatie met deze kinderen en alle betrokkenen, het aanleren van coping, traumaverwerking en hoe je dit als team van hoofdbehandelaren en hbo-behandelaren op de klinische groep vormgeeft.
The treatment of chronically traumatized children requires a long breath. In the first place, of course, the safety is present, and a figure for attachment of the child's interest. This sounds obvious, but in practice often difficult to achieve and / or to maintain. A good partnership with families / foster families, colleagues and fellow institutions is paramount.
In this presentation we want to 'imaginary' bring to our clinic and you get acquainted with the way we search for the most appropriate treatment environment and the most appropriate form of treatment for these children. How we make use of different treatment methods (Greenwald, Spierings, Bush) to produce a single integrated treatment model to qualify for this target group. We will share our vision with you about the impossibilities, but also the possibilities in the treatment of these children. We will discuss among others the following aspects: the working relationship with these children and all those involved, the teaching of coping, coping with trauma and how this team as head of therapists and clinicians on the clinical HBO group shape.
Keywords: Children Integrated Treatment Model
Accuracy Verified: Yes
93. Marich, J. (2009, August). What makes a good EMDR therapist?: Exploratory findings from client-centered inquiry. Poster presented at the annual meeting of the EMDR International Association, Atlanta, GA .
Language: English
Format: Conference
Abstract:
Although there is emerging literature on training clinicians in principles of trauma (Black, 2008; Greenwald, Maguin, Smyth, Greenwald, Johnston, & Weiss, 2008), there is a lack of systematized research on the teaching of EMDR, formation of EMDR therapists, and the role of the therapeutic alliance in EMDR treatment. Despite the numerous changes in approved training models since the creation of EMDR, all the EMDR community has gathered is commentary and hypotheses on what works in terms of training therapists. Greenwald (2006) asserted that studying the clients of EMDR trainees would be “an impossibly resource-intensive endeavor,” (51), yet principles of phenomenology (Crotty, 1998) suggest that using clients as primary sources could yield the best possible information about what constitutes an effective EMDR therapist.
Keywords: Client-Centered Inquiry
Accuracy Verified: Yes
94. Hummel, H., & Matthess, H. (2005, June). What to teach beside EMDR in trauma-centered psychotherapy. In Teaching EMDR. Symposium conducted at the annual meeting of the EMDR Europe Association, Brussels, Belgium.
Language: English
Format: Conference
Abstract:
The objective of this workshop is to encourage the participants to develop
and carry out a comprehensive course for diagnostics and treatment of
trauma-related disorders.
The trauma-curricula in Schaffhausen and Sinzig were created
independently as training courses for psycho-traumatology. They are taken
as examples to clarify basic ideas on how to organize curricular-structured
seminars in the field of psycho-traumatology and trauma-therapy. The
EMDR-trainings are very well established as basic for trauma confrontation
therapy but "around EMDR" there is much more to teach that can only be
learnt over a longer period of time.
The curricular structure as a means to teach the knowledge and skills
improves the motivation of colleagues to attend the seminars. Consensus,
cooperation, and mutual recognition between other institutes and international organizations in the field of psycho-traumatology committed to
a general draft makes the acceptance even stronger.
There is consensus about the knowledge of anamnesis, diagnostics,
treatment planning, stabilization techniques, and the working through of
traumatic material. In both curricula more than one method for trauma confrontation
is taught. The more tools and skills the therapist is able to use
the easier it is to find the appropriate method for each client. So therapists
can avoid what is meant by the proverb: "if you only have a hammer you
will treat everything like a nail" (Maslow).
The first evaluation of the participants in both curricula in Schaffhausen and
Sinzig will be presented including questions about relevance. satisfaction
with structure and content as well as suggestions for improvement.
Accuracy Verified: Yes